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FOR USE ONLY IN
THE NORTH CAROLINA COLLECTION
Publication No. 206
HANDBOOK
FOR
Elementary and Secondary
Schools
1938
Issued by the
State Superintendent of Public Instruction
Raleigh, North Carolina
THE OLD NORTH STATE
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William Gaston
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Publication No. 206.
HANDBOOK
FOR
Elementary and Secondary
Schools
1938
Prepared by
Division of Instructional Service
J. Henry Highsmith, Director
A. B. Combs, Associate
Hattie S. Parrott, Associate
H. Arnold Perry, Associate
Julia Wetherington, Associate
Charles E. Spencer, Associate
Issued by the
State Superintendent of Public Instruction
Raleigh, North Carolina
by,
hope
q^ that
d
FOREWORD
-
This Handbook for Elementary and Secondary Schools is designed to
supply information needed by superintendents, principals and teachers in the
public schools of the State. It covers the program in both elementary schools
and high schools, indicating that we regard the process of education as a
continuous process from the first grade through the eleventh or twelfth
grade. It is hoped that this publication will be helpful from the standpoint
of answering questions which arise with reference to administration, organi-zation
and supervision of schools and that it will be suggestive of desirable
activities which should be undertaken. -
:
It will be observed that this Handbook consists of three parts:
Part I deals with the public school system. Every person engaged in
public education should be conversant with the various aspects of public
education, including, of course, the administrative aspects. This statement
is designed to give something of the background of the public school system
and to indicate the organizations or agencies legally responsible for school
administration.
In Part II the standards for accreditment of elementary and secondary
schools are set up. The suggested standards are not meant as limits to what
may be undertaken in any school, but represent the minimum necessary for
the creation of a satisfactory teaching and learning situation. Lines along
which improvement can be made will suggest themselves to many adminis-trators
and teachers, and it is hoped that many schools in providing educa-tional
opportunities will go far beyond the minimum suggested in the require-ments
for accreditment. Our effort is to indicate what may be regarded as a
good elementary school or a good high school. It is admitted, of course, that
every child should have training in a good school, and the purpose of stan-dardization
and accreditment is to indicate how a satisfactory situation can
be provided.
In Part III various aspects of public school work are discussed, particularly
those having to do with the materials necessary to successful instruction.
More and more it is recognized that abundant materials are necessary in
order for pupils to have satisfactory educative experiences. It is hoped that
provision will be made for various types of instructional materials to the
end that learning on the part of boys and girls may be facilitated and
accelerated.
There is evidence of substantial progress in carrying on the educative
process in our schools and an improved morale on the part of those who
have the responsibilities for school administration and instruction. It is
hoped that this Handbook will contribute to more effective instruction and
that the education of pupils in all grades in all schools will be stimulated
and promoted.
4 Handbook fob Elementary and Secondary Schools
This publication was prepared by the members of the staff of the Division
of Instructional Service. Special acknowledgment is due to Mrs. Juanita
McDougald Melchoir, of Syracuse, N. Y., a former member of the Division,
for the many contributions which she has made to the Handbook. Acknowl-edgment
is made also to Dr. A. M. Jordan, University of North Carolina, for
his contribution on high school tests.
State Superintendent of PuMic Instruction.
May 17, 1938.
CONTENTS
Page
Foreword — 3
Part I. The State School System 7
Introduction 7
State Administration 7
County and City Administration 10
Local Administration 11
Some Suggested Principles for the Organization and Administra-tion
of the Public Schools 11
Part II. Standards for Accreditment of Elementary and Secondary
Schools ,. 12
Requirements for Accredited Elementary Schools — 12
Summary 12
Detail Requirements 13
Section I: Curriculum 13
Section II: Instruction 13
Section III: Administration 14
Section IV: Instructional Equipment 15
Library 15
Supplementary Readers 17
Dictionaries 18
Maps and Globes.. 18
Classroom and General Equipment 19
Section V: The School Plant 22
Requirements for Accredited High Schools 26
Summary 26
Detail Requirements : 27
1. Teachers 27
2. Length of Term 28
3. Length of Recitation Periods 28
4. Number of Units Required for Graduation... 28
5. Average Daily Attendance 29
6. Course of Study 29
7. Equipment 31
Library _ 31
Maps __„ 33
Science Laboratory 34
General Science . 36
Biology 39
Chemistry 42
Physics 47
High School Records and Reports 51
8. Building 52
Southern Association 52
Part III. Principles and Factors Relating to Instruction, Organization
and Administration 53
Suggested School Calendar of Events 53
Equipment Essential to Good Work 56
Materials of Instruction... 58
State Adopted Supplementary Readers 58
CONTENTS—Continued
Page
Materials of Instruction
—
Continued
Libraries 69
Instructional Supplies 69
Visual Education 73
Radio in Education 80
Principles of Organization and Administration 82
Elementary Schools 82
Roster of Pupils for the Year 82
Point of View __ _ 83
Procedures 83
Daily Schedules and Program Making 84
Secondary Schools 88
General Suggestions 88
Suggested Curricula, Organizations and Schedules 90
Some Suggestions Relative to Organization of Twelfth
Grade 112
Summer High Schools 115
Practices and Procedures for Guiding the Learning Process 115
Philosophy Expressed in Terms of Characteristics of Good
Teaching : 116
Measuring Progress 120
Promotion _ 120
Scale of Attainments by Grade Levels, etc - 121
A Suggested Scale of Abilities for Graduation from Ele-mentary
School 122
Some Means of Measuring Pupil Progress 127
Intelligence Tests 128
Teachers Tests and Examinations... 128
Standardized Achievement Tests 129
Samples of Good Educational Measurements for High
Schools 131
Pupil Reports 133
Professional Improvement 135
Study Groups 135
Conferences 136
Exhibits ----- 139
Membership and Active Work in a Number of Professional
Organizations .— — — 140
Problems for Faculties of Local Units 141
Special Phases of the Work -. 141
Physical and Health Education 141
The Beginners' Day Program 146
Safety Education .... -— 148
Guidance 151
Music 151
The Music Appreciation Courses for Grades I-VII 151
Applied Music for Credit _ 166
Promotion Plans for the Observance of National Music
Week 172
Art Education 174
Reports of Teachers and Administrators 180
State Adopted High School Textbooks—Supplementary Use 181
List of Publishers and Addresses 188
Index 189
PART I
THE STATE SCHOOL SYSTEM
PUBLIC ELEMENTARY AND SECONDARY SCHOOLS
INTRODUCTION
The story of public education in North Carolina is one of the most thrill-ing
and inspiring pages in our history. It represents a struggle as deter-mined
and courageous as that upon any battlefield on which a native son
has fought. Through all these years of its history, there has been recognition
of the fact that it was only through the raising of the level of intelligence
of our people that we could deal effectively with the various social and
economic problems which have confronted us. Even in the darkest hours
of the War Between the States, when everything else was sacrificed for the
soldiers who fought so valiantly in defense of the State, there were wise and
courageous souls who, realizing that the battle against ignorance must also
go on, kept the torch of education burning. It was well that our forefathers
believed that it was only through education that the people of this State
could be prepared for the duties of citizenship in a democratic government.
Our system of public education has grown along with the social, economic
and industrial life of the State. Through the years, as we have cleared our
fields, harnessed our streams, builded our cities and linked our people to-gether
with ribbons of concrete and steel and wire, we have also struggled
for knowledge, for self-respect and for social mastery. These hundred years
though long in the life of an individual are short in the life of a state. It
is not to be expected that in the short period of a century we should have
perfected any agency contributing to social mastery. Certainly the ideal of
universal free public education has not been fully achieved in practice. We
must continue to work at this problem. Aside from adequate provision for
the health and safety of our people, the most important function of our gov-ernment
is the proper education of its youth.
The magnificent progress in public education is indicative of a funda-mental
interest in and thirst for education on the part of our people. They
have determined that illiteracy shall be eliminated and that the childhood
of each succeeding generation shall be trained in a better way to meet the
economic and social demands facing each new generation. In an effort to
meet that responsibility we have witnessed in North Carolina one of the most
interesting developments in the financing and administration of a public
school system. In that respect one of the outstanding achievements has
been the final attainment of a State-wide minimum school term of eight
months supported almost entirely by the State and without resort to ad
valorem taxes. No other state with the single exception of Delaware has
ever accepted this solemn responsibility of government as a state enterprise.
The result has been that the poorest child living in the most remote section
of the State has been guaranteed a minimum standard educational oppor-tunity
along with the most fortunate child living in the most populous center,
and both have been equally favored from the common resources of the State.
STATE ADMINISTRATION
Constitutional Authority
We start with the Bill of Rights,—"The people have the right to the
privilege of education, and it is the duty of the State to guard and maintain
8 Handbook fob Elementaey and Secondaby Schools
that right" (Art. I, Sec. 27), and the Constitution: "Religion, morality and
knowledge being necessary to good government and the happiness of man-kind,
schools and the means of education shall forever be encouraged" (Art.
IX, Sec. 1).
The Constitution of North Carolina provides for a Superintendent of
Public Instruction, who shall be elected by popular vote every four years.
The Superintendent of Public Instruction is responsible for promoting in-terest
in public education, interpreting the school laws, determining standards
for approved schools, assembling and disseminating statistical data, prepar-ing
curricular materials for the teachers of the public schools, and such other
duties as are or may be vested in him by law.
The State Superintendent is ex officio secretary of the State Board of
Education, vice chairman of the State School Commission, chairman of the
Board of Trustees of East Carolina Teachers College, and a member of the
Board of Trustees of the University. He is also a member of the State
Library Commission, and chairman of the State Board for Vocational Educa-tion,
the State Textbook Commission, and the State Board of Commercial
Education. In addition, the State Superintendent, under the law, assists the
governor in the appointment of the Elementary Textbook Commission and
the State committee on high school textbooks.
The State Superintendent has no direct connection or relationship with
State supported institutions of higher learning, which are under the control
of separate boards of trustees, except through teacher training regulations
of the State Board of Education and as a member of the North Carolina
College Conference.
He employs the staff that assists him in these duties.
The State Board of Education, consisting of the Governor, Lieutenant
Governor, Secretary of State, Treasurer, Auditor, Attorney General and the
Superintendent of Public Instruction, is provided for by Article IX of the
Constitution. This board has charge of the Literary and Special Building
Funds and the public lands owned by the State. It also makes rules govern-ing
the certification of teachers, and adopts the textbooks used in the public
schools. Originally, this board had authority to legislate and make all
needful rules and regulations in relation to free public schools and the educa-tional,
funds, but its duties in this respect in recent years have been trans-ferred
by legislative enactment to the State School Commission.
Legislative Authority
The State School Commission was set up by the General Assembly of 1933
to succeed the State Board of Equalization, a body created in 1927 to equalize
values in the several counties as a basis of distributing the equalizing fund
provided for schools. This commission is composed of the following: the
Lieutenant Governor as chairman, the State Superintendent of Public Instruc-tion
as vice chairman, the State Treasurer, and one member from each of
the eleven Congressional districts appointed by the Governor.
The commission decides what schools are to be operated, has the power
to consolidate districts and transfer children from one unit to another, and
may suspend any school after six months, whenever the average daily attend-ance
does not justify its continuance. It determines by districts and races
the number of elementary and high school teachers to be paid from State
Handbook for Elementary and Secondary Schools 9
funds, and sets the standards for operating the public schools for an eight
months term in each county and city administrative unit.
The commission also provides for and supervises the transportation of
pupils at public expense, makes rules and regulations governing the financial
management and control of all administrative units, provides for auditing
the school funds, approves the election of county and city superintendents,
and jointly with the State Board of Education determines and fixes a State
standard salary schedule for teachers, principals, superintendents and other
school employees.
It employs an executive secretary and staff who administer its rules and
regulations.
The State Board for Vocational Education was created by the General
Assembly of 1917 in order to meet the provisions of the Smith-Hughes Educa-tion
bill enacted by Congress. This board consists of the State Superinten-dent
of Public Instruction and three other members appointed by the Gov-ernor—
one to represent agriculture, one to represent home economics, and
one to represent trades and industries.
The duties of this board are to cooperate with the Federal authorities
in the administration of the Federal Vocational Act, to administer legislation
enacted by the Congress and the General Assembly of North Carolina pur-suant
to vocational education. It also formulates plans for the promotion
of vocational education as a part of the public school system, and cooperates
with the local authorities in the establishment of vocational classes.
The State Superintendent with the advice and consent of the board desig-nates
the staff necessary to carry out properly the provisions of the law
and the rules and regulations of the board. The State Superintendent is also
required to prepare a report concerning the condition of vocational education.
The State Board of Commercial Education was created by the General
Assembly of 1935 to regulate the establishment and operation of business
schools teaching business subjects for compensation. This board consists of
the State Superintendent as chairman and secretary, the Director of the
Division of Instructional Service, the Director of the Division of Vocational
Education, and two persons, appointed by the Governor, who are owners and
operators of licensed business or commercial schools that have been in opera-tion
within the State for five years.
The State Textbook Commission was also created by the General Assembly
of 1935. This commission consists of five members: the State Superintendent
of Public Instruction as ex officio chairman, the Attorney General, the
Director of the Division of Purchase and Contract, and two members, to be
appointed by the Governor, for a term of two years each. It is the duty of
this commission to purchase the necessary textbooks, operate a rental system
of textbook distribution to the children in the public high schools of this
State, and provide free basal textbooks to the children in the elementary
grades.
This commission should not be confused with the (Elementary) Textbook
Commission and the State Committee for high school textbooks, which are
in fact sub-committees of the State Board of Education, composed of persons
actually engaged in school work, whose duties are to examine the books
and materials submitted for adoption and to prepare a multiple list from
which the State Board makes the adoption.
10 Handbook fob Elementaey and Secondaey Schools
COUNTY AND CITY ADMINISTRATION
County
There are 100 county administrative units comprising that part of the
county outside of the established city administrative units. Where no city
units have been established, the entire area of the county is the school
administrative unit.
The board of county commissioners, a body provided for under the Consti-tution,
approves that part of the school budget financed by county funds,
including funds for the erection and repair of necessary school buildings,
and levies the taxes therefor. The commissioners are elected by the people
for a term of two years.
The county board of education, consisting of three or five members who
are nominated biennially at party primaries or conventions, is appointed
by the General Assembly, which meets in January of the cdd years, for a
period of two, four or six years. The county board of education has the
general management and control of the educational affairs in the county
administrative unit. This board appoints a county superintendent, subject
to the approval of the State Superintendent and the State School Commis-sion,
and a school committee for each local district. The county board of
education is clothed with those discretionary powers as to the administration
of the schools that are not specified in the law or under rules and regulations
of the State School Commission. It also decides upon the site and character
of all school buildings, and administers the operation of the schools in accord-ance
with the rules and regulations of the State School Commission and
the acts of the General Assembly. The county superintendent whose term
of office is for two years beginning July 1, of each odd year, is the adminis-trative
officer for the county board of education.
City
There are at present 69 city administrative units. Some of these have
boundaries coterminous with the boundaries comprising the city govern-mental
area; others have boundaries determined by the board of trustees and
the county board of education of the county in which the city is located and
approved by the State School Commission. Authority for the establishment
of city administrative units is, under the law, vested in the State School
Commission, such units to be selected from districts having a school popula-tion
of one thousand or more.
In each of the city units a board of trustees is elected or appointed in the
manner prescribed by special or general legislative acts. This board pre-pares
and approves the budgets for current expense and debt service, and
capital outlay subject to the approval of the county board of education and
county board of commissioners. It also elects a superintendent, subject to
the approval of the State Superintendent of Public Instruction and the State
School Commission, and elects the teachers and other employees upon the
recommendation of the superintendent. The superintendent, who is elected
for a term of two years, is the administrative officer of the board of trustees.
The city commissioners, or other tax levying authorities, levy the taxes
voted in the city administrative unit for the extension of term or for operat-
Handbook fob Elementaby and Secondaby Schools 11
ing the schools on a higher standard than that for which the State makes
provision, and for debt service. In some units this body collects the taxes,
whereas in others this duty is performed by the county commissioners.
LOCAL, ADMINISTRATION
The Constitution provides that a school committee consisting of three
persons shall be elected biennially in every township. Under legislative
authority, however, school committees are now provided for each school
district. There are now approximately 825 of these committees, consisting
of either three or five members, each appointed for a term of two years by
the county board of education. The district committee selects the teachers
and principals subject to the approval of the county superintendent and the
county board of education, and has general custody and care of the school
property in the district. The county board of education may appoint an
advisory committee of three members for each school building in the local
district, who shall care for the school property, advise with the district com-mittee
in recommending teachers, and such other duties as may be defined
by the county board of education.
SOME SUGGESTED PRINCIPLES FOR THE ORGANI-ZATION
AND ADMINISTRATION OF OUR
STATE SCHOOLS
I. Organizational and administrative procedures should be as demo-cratically
conceived as is feasible,—that is, they should be
arrived at principally through a sharing process by superinten-dent,
principal, teacher, and pupil. Only in this way can there
be harmony of theory and practice. The autocratic imposition
of any plan, however worthy, without due consultation with
parents, teachers, and often pupils will militate against its
success.
II. School organization and administration must be based on sound
principles governing learning and recognition of the needs of
society (of North Carolina life). This means a clear under-standing
of the purposes for which society has established the
school and a definite knowledge of the available resources
—
financial and professional—which can be utilized in achieving
these purposes. (See Publication No. 189, pp. 11-13.)
III. School organizational and administrative procedures should be
economically conceived and executed. After a given policy or
procedure has been accepted as educationally sound, has been
arrived at through a cooperative thinking and planning confer-ence
with the whole faculty, the required outlay of time, effort,
and finances should be considered. For example, any scheme
which overtaxes the mental and physical health and the emotional
morale of the teaching personnel, is, in the long run, extravagant.
Any scheme which does not, on the other hand, afford an oppor-tunity
for the maximal use of the whole school plant for educative
purpose is likewise extravagant.
PART II
STANDARDS FOR ACCREDITMENT OF
ELEMENTARY AND SECONDARY
SCHOOLS
In setting up objective standards for the accreditment of elementary and
secondary schools it is recognized that such standards are not the whole
story with reference to accreditment. Standards are set up as an indication
of what constitutes or suggests a fairly satisfactory situation for the training
of boys and girls in school. It is recognized, also, that there are other
elements or factors which should be taken into consideration. However, it is
generally admitted that there are items of a purely objective sort which are
essential to a satisfactory setup.
In evaluating the work of any elementary or secondary school, due con-sideration
should be given to subjective elements of the situation. In deter-mining
what is a good school, every possible factor should be considered.
This includes both objective and subjective elements or standards.
The evaluative criteria in any case should include the philosophy, purposes
and objectives of the school, the pupil population, the curriculum and courses
of study, the pupil activities program, library service, guidance service, in-struction,
outcomes, school staff, school plant, and school administration.
Standards are necessary, but it should be kept in mind that standards are
made for folks and not folks for standards. It is essential to find out what
equipment, supplies and other things are necessary in order to create a satis-factory
situation for the education of boys and girls. The sole purpose of
standardization is to promote the best possible training for all boys and
girls in the schools to the end that maximal, desirable results may be
achieved.
REQUIREMENTS FOR ACCREDITED ELEMENTARY
SCHOOLS
Effective with the close of the 1938-39 session
SUMMARY
I. Curriculum
A six or seven year course of study based on suggestions and
practices outlined in Publication No. 189, 1935, "A Study in Curriculums
Problems of the North Carolina Public Schools". See Section I below.
II. Instruction
1. Number of whole-time teachers: At least one teacher per grade.
2. Qualifications of teachers: All certificates must be Primary or
Grammar Grade with a majority Class A. Special teachers of
music, art, physical and health education, and full-time librarians
should hold certificates in their fields. See Section II.
Handbook fob Elementaby and Secondaey Schools 13
III. Administration
Geoup I Gboup II
Class A Class B Class A Class B
1. Term-Actual
teaching days 180 180 160 160
2. Maximum no. pupils in
average daily atten-dance
per teacher 32 34 34 36
3. Records: An accurate scholastic and attendance record for each
child, including health record; the Information Blank for School
Beginner should be used for first grade instead of regular health
card. See under Section III, standards for keeping and using
health records; individual register sheets detached and filed in
envelopes.
IV. Instructional Equipment
1. Library: A minimum of two books per pupil in average daily
attendance, including designated subjects. See "Library" under
Section IV.
2. Supplementary Readers: A minimum of 80 books per grade.
See "Supplementary Readers" under Section IV; also list printed
in Elementary School Register.
S. Dictionaries: Dictionaries owned by all pupils in grades 5 to 7,
or three dozen dictionaries owned by the school. One teacher's
desk dictionary for each room. One unabridged dictionary. See
"Dictionaries" under Section IV; also list of dictionaries printed
in Elementary School Register.
4. Maps and Globes: Eight physical-political, four blackboard
outline, two political (United States and North Carolina), and nine
United States History maps; a 16" globe, physical-political, with
movable meridian. See "Maps and Globes" under Section IV.
5. Classroom and General Equipment: This section covers indi-vidual
classroom and general school equipment, including materials
for art, music, and penmanship. See "Individual Classroom and
General Equipment" under Section IV.
V. Building and Grounds
Adequate and sanitary: See Section V, "School Plant Require-ments".
Sanitation must be approved by State Board of Health.
DETAIL, REQUIREMENTS
Section I: Curriculum
A six or seven year course of study embracing the subjects outlined in
Publication 189, "A Study in Curriculum Problems of the North Carolina
Public Schools", and those required by special legislation.
Section II: Instruction
Accredited schools must present a planned program of learning for each
student, based upon the actual daily needs of the individual. Methods, pro-
14 Handbook fob Elementary and Secondaby Schools
cedures, and practices in the instructional program must be based upon
accepted modern, up-to-date educational theory.
At least one teacher must be provided for each grade. All teachers' certifi-cates
must be either Primary or Grammar Grade certificates with a majority
Class A. Blanket high school certificates held by teachers who have had
experience in grammar grade work will be approved. High school subject
certificates will not be approved in any grade in the elementary school.
Section III: Administration
Administrators are urged to organize their schools so as to achieve a
distribution of pupils which will equalize to some extent the teacher load.
Individual room memberships should be kept as low as possible; schools
with seriously overcrowded classrooms will not be accredited.
The administration of the school must reflect a well-integrated and co-ordinated
program of work. Careful attention must be given all administra-tive
details such as cleanliness and care of school property; selection, storage,
and use of supplies and equipment; and accuracy and completeness of perma-nent
school records.
Class A schools in Group I must operate a minimum of 180 days with an
average daily attendance per teacher of 32 or less. This implies local supple-mentation
of the State allotment of teachers. Class B schools in Group I
must operate a minimum of 180 days with an average daily attendance per
teacher of 34 or less.
Class A schools in Group II must operate a minimum of 160 days with an
average daily attendance of 34 or less per teacher. Class B schools in this
group are allowed a maximum of 36 pupils in average daily attendance per
teacher.
It is important that accurate scholastic and health records be kept. Cumu-lative
personal histories and personality development studies for each pupil
should be added to the files. A significant beginning has been made in the
case of the child entering school for the first time. See "Beginners' Day
Program" elsewhero in this Handbook. Cumulative records are in some
respects more important than report cards to parents. Each child should
have an individual envelope or folder into which should go the completed
register sheets for the pupil and data covering pertinent information about
the child. It should include health reports, behavior notes, standard test
profile sheets, and anything that is helpful in interpreting the child's growth
and development.
Because of the importance of health records the following standards have
been prepared:
1. School Files Should Contain:
(1) A beginner's record card for each pupil. (Either the regular
"Information Blank for School Beginner", obtainable from the
State Department of Public Instruction, or a simplified form based
on this blank may be used.)
(2) A permanent record card for each pupil which provides space for
records of at least four examinations. (The regular form from
the State Board of Health is preferred.) This record should give
the following essential information:
Date of examination.
Name, address, sex, age, exact date of birth, and nativity.
Handbook fob Elementaby and Secondabt Schools 15
Report of examination relative to height, weight, vision, hear-ing,
teeth, nose, throat, skin, heart, posture, immunization,
needed corrections and treatments.
History of previous illness.
History of operations and injuries.
Facts regarding home conditions and family history of disease
and death.
Signature and title of examiner.
2. Health Records Should be Used:
(1) To keep a record of body growth and maintenance needs over a
period of years.
(2) To interest individuals in personal fitness.
(3) To encourage the practice of having periodic medical examina-tions.
(4) To supply a basis for the selection of instructional materials for
group and individual conferences.
(5) To evaluate health procedures in the school and home.
(6) To improve the type and methods of record-keeping.
Section IV: Instructional Equipment
LIBRARY
I. Books
A basic minimum book collection, averaging two books per pupil in
average daily attendance, selected from the State approved list of books
for elementary schools and including the distribution indicated below.
Duplications are not counted in the first 500 books. Textbooks are
not counted as library books.
1. Approved children's encyclopedia—One set (Named in order of
preference)
Compton's Pictured Encyclopedia. F. E. Compton Co., Chicago.
World Book Encyclopedia. W. F. Quarrie Co., Chicago.
Britannica Junior Encyclopedia. Encyclopedia Britannica, Inc.,
New York City.
2. Unabridged Dictionary—One
"Webster's New International Dictionary. Unabridged. G. and C.
Merriam Co., Springfield, Mass.
3. Types of Books Minimum Collection
Civics and Citizenship 10
Science 10
Useful Arts
Inventions, Machinery 5
Health _ 10
Industrial Arts 10
Fine Arts
Art 10
Music 10
Literature
Stories, Fairy Tales, etc 80
Poetry 20
Geography and Travel, including Atlas 40
History and Biography.... ' 40
Easy Books for Grades 1-3
20 Books Each Classroom 60
16 Handbook for Elementary and Secondary Schools
After the above minimum collection has been secured, books should
be added in all fields, so that the library averages at least two books
per pupil. A good percentage distribution guide for the book collec-tion
follows:
Types of Books Average Distribution
Civics and Citizenship 3%
Science 10%
Useful Arts 4%
Fine Arts 5%
Literature 25%
Poetry 3%
Geography and Travel (including Atlas) 12%%
History and Biography : 12%%
Easy Books for Grades 1-3. 25%
II. Magazines
Minimum of five magazines of an elementary school reading level.
The following is a suggested list:
American Boy **National Geographic Maga-
*American Girl zine
Asia **Nature Magazine
Bird Lore Open Road for Boys
Boy's Life Popular Mechanics
**Child Life *Popular Science Monthly
Current Events Radio News
Everygirl's Magazine Safety Education
Hygeia School Arts Magazine
Junior Home *St. Nicholas
**Junior Red Cross Magazine Wee Wisdom
**My Weekly Reader .
First choice titles are double starred; next additions are single
starred, and other magazines listed are desirable.
Magazine subscriptions can be placed with reliable dealers who
will give combinations and discounts not possible with individual sub-scriptions.
The following dealers are satisfactory:
F. W. Faxon Company, 83 Francis Street, Boston, Mass.
Mayfair Agency, 51 East 33rd Street, New York City.
Washington News Company, 1121 Fifth Avenue, Washington, D. C.
Upton G. Wilson, Madison, North Carolina.
III. Organization and Records
1. Accession record kept up-to-date.
2. Books classified and marked by the Dewey Decimal classification
system. If a list of the books, giving author, title, publisher, and
leaving a one-inch margin on the right hand side of the page is sent
to the School Library Adviser, State Department of Public Instruc-tion,
Raleigh, N. C, she will indicate the correct classification
number and return the list to the school so that it can be used as a
guide for the proper number to be put on the back of each book.
3. Simple shelf list on cards.
4. Card loan system with record of circulation kept.
5. Record of yearly additions, discards, total number of books, circula-tion
statistics.
6. State library report blank filled out and sent in annually.
Handbook fob Elementary and Secondary Schools 17
IV. Library Boom, Furniture, and Equipment
1. A library room, large enough and equipped to seat an entire class
group, is desirable. Help on plans for the furniture and equipment
of such a room is available from the School Library Adviser, De-partment
of Public Instruction, to any school superintendent.
2. Where a library room is not available, a book storage room may be
useful.
3. Book shelving should be in every classroom.
Shelving should not be over 5 feet high.
Shelving should be placed so that every child can reach every shelf.
Shelving 8 inches deep cares for regular sized books.
Picture books usually require shelves 10-12 inches deep.
Spaces between shelves should be at least 10 inches in the clear.
4. A special cabinet should be provided for storage of teaching material
and old books.
V. Lessons on the Use of Books and Libraries (See Chapter VII. North
Carolina School Library Handbook.)
1. Care of Books.
2. Make-up and Printed Parts of Books.
3. Use of the Dictionary.
4. Use of the Encyclopedia.
5. Arrangement and Use of the Library.
6. Classification of the Books.
7. Use of the Card Catalog. (This is taught only if there is a card
catalog.)
8. Simple Bibliography Making.
9. Note taking.
10. Special Reference Books—Atlas, Handbook of Games, Handbook of
Science, etc.
VI. Librarian
It is desirable that there be at least one teacher in each school who
has had some library training and who is placed in charge of the
Elementary School Library.
VII. Professional Books
Ten or more professional books selected from those listed in the
State Course of Study and from lists which may be supplied from
time to time by the State Department of Public Instruction.
SUPPLEMENTARY READERS
Eighty copies for each grade selected from State adopted lists, see p. 58.
and list printed in Elementary School Register.
Each grade in the elementary school must have an easy supplementary
reading series—20 copies each for grades 1-7; include 20 copies of the primer
in the same series for the first grade.
The remaining books for each grade (40 for first and 60 for grades 2-7)
should provide a varied reading program for reading practice and source
materials, including history, science, music, art, geography and travel, poetry
18 Handbook for Elementary and Secondary Schools
and literature, health and citizenship readers. A minimum of 5 copies of
the text in any one field must be provided.
DICTIONARIES
I. Three dozen children's dictionaries owned by the school, elementary or
intermediate edition preferred. The list of dictionaries adopted by the
State Board of Education is as follows:
Webster's Shorter Scbool Dictionary. American. $.88.
Webster's Elementary Dictionary for Boys and Girls. American.
$1.14.
Winston Simplified Dictionary. Winston.
Primary edition $ .75
Intermediate edition 1.00
Webster's School Dictionary. Acorn. $.66.
The Thorndike-Century Junior Dictionary. Scott. $1.14.
II. One dictionary for the teacher's desk in each classroom. The following
are approved:
Webster's Collegiate Dictionary. Merriam.
Webster's Students Dictionary. American.
The Winston Simplified Dictionary, Advanced edition. Winston.
Macmillan's Modern Dictionary. Macmillan.
III. One unabridged dictionary for the school.
Webster's New International Dictionary. Second edition. Merriam.
MAPS AND GLOBES
To assist superintendents, principals and teachers in the selection of maps
the Division of Instructional Service of the State Department of Public
Instruction with the assistance of elementary school, high school and college
teachers, has made a study of the materials available and recommends the
use of maps listed herewith. It will be observed that maps, charts and
globes are supplied by the following companies:
Denoyer-Geppert Company, 5235-5257 Ravenswood Ave., Chicago, 111.
A. J. Nystrom & Company, 3333 Elston Ave., Chicago, 111.
Rand McNally & Company, 111 Eighth Ave., New York, N. Y.
Weber Costello Company, Chicago Heights, 111.
C. S. Hammond & Company, New York, N. Y.
Maps and globes which will satisfactorily meet the minimum requirements
are listed below. It is recommended that all the maps be obtained mounted
singly, either on spring roller or in folded form, except the blackboard out-line
maps, which can be satisfactorily used in the mounting with plain rollers
top and bottom.
A. One set of Physical-Political Maps, including maps of the United
States, Europe, Asia, Africa, North America, South America, Australia,
and the World:
Denoyer-Geppert—The New Geography Jr. Physical-Political Maps,
"J-r" series, size 44" x 58", or the "J-rp" series, size 44" x 58".
Nystrom—The Atwood Series Regional-Political, average size 52" x
60", or the Parkins Physical Environment Maps, average size
65" x 58".
Rand McNally—The Ranally Physical-Political Series, size 40" x 56",
or the Goode Physical Series, size 66" x 46".
Weber Costello—The Bacon Semi-Contour Political-Physical Combi-nation
Maps, average size 48" x 41"; The Reality Political-
Physical World Map.
Hammond—New World Series.
Handbook fob Elementary and Secondary Schools 19
B. One set of Blackboard Outline Maps including the United States,
Europe, South America and the World:
Denoyer-Geppert—The Cartocraft Two-Print, slated wall outline
maps. Series CS, size 64" x 50", or Series CJ, size 44" x 50".
Nystrom—The Royal Series of Blackboard Maps, size 64" x 46", or
Progressive Series, size 52" x 44".
Rand McNally—The Rand McNally Blackboard Outline Maps, size
46" x 66".
Weber Costello—The Standard Blackboard Outline Maps, size 50"
x 60".
C. Political Maps of the United States and North Carolina:
Denoyer-Geppert—The "J" series Political United States, size 44" x
58", and map of North Carolina SI32, size 52" x 26".
Nystrom—Whitbeck Finch Series Political United States, size 65" x
55", or American Geographers Series Political United States, size
52" x 60", and State map UI32, North Carolina, size 52" x 26".
Rand McNally—Goode Political Series Map of the United States,
size 66" x 46", or the Ranally Political Series Map of the United
States, size 40" x 56".
Weber Costello—The Vito-Graphic Political Map of the United States,
size 48" x 3814", or Bacon's Standard Political Map of the United
States, size 48" x 41", and map of North Carolina, No. St.31, size
60" x 48".
D. One 16" Physical-Political Globe with desk-stand or floor-stand base
and movable meridian. The globes listed are with desk-stand:
Denoyer-Geppert—GI6-P3 Globe.
Nystrom—Parkins Physical-Political Globe GI63.
Rand McNally—Physical-Political Globe No. 3335.
Weber Costello—Globe No. 433-D.
Hammond—Globe No. 1610.
E. United States History—A minimum of nine maps. The Tryon Maps
are probably more suitable for the elementary school.
Denoyer-Geppert—The Hart-Bolton Basic American History Wall
Maps, size 44" x 32". A suggested list includes A2, A4, A5, A7,
A10, A12, A15, A20, A24.
Nystrom—The Sanford-Gordy American History Maps, size 50" x 38".
Suggested list: SGI, SG2, SG4, SG7, SG8, SG10, SG15, SG17, SG20.
Weber Costello—Tryon Illustrated American Maps, size 40" x 49".
This list includes T-1A, T-2A, T-3A, T-4A, T-5A, T-6A, T-7A, T-8A,
T-9A.
Recommended But Not Required:
A. A slated globe.
B. Wall outline maps and other similar publications of the Friendship
Press, 150 Fifth Avenue, New York City.
C. Desk outline maps for the pupils. These are obtainable from the com-panies
listed above.
D. North Carolina Social Science Maps. A. R. Newsome, Editor. Denoyer-
Geppert.
E. The Life and Latitude Chart for use with Reality World Map. Weber
Costello.
CLASSROOM AND GENERAL EQUIPMENT
Classroom Equipment: Minimum Requirements
Furnishings
1. Recitation chairs (15 to 20) in each first grade classroom.
Also recommended for grades two and three. Movable furniture
(individual tables and chairs suggested) is recommended for all
20 Handbook fob Elementaey and Secondaey Schools
grades. These tables and chairs are recommended for all work in
primary grades.
2. Teacher's desk and chair.
3. Bookcase or shelves suited to class needs.
4. Work tables or reading table.
5. Filing space for work materials of teacher and of pupils.
6. Provisions for care of lunches and wraps.
7. Adjustable window shades where needed.
8. One or more bulletin boards.
Art
1. Each pupil supplied with a copy of basal text in drawing or six
copies for each grade owned by the school.
2. An easel at least 20" x 30".
3. Crayon—a continuous supply with at least one box per pupil.
Large primary crayons for first grade.
4. Cold water paints—one set of eight colors, half pint of each.
5. Art brushes—two dozen brushes y2 " to %" wide, for desk work,
with a small collection of narrow widths.
6. Modeling clay—ten pounds.
7. Manila drawing paper—20 sheets, 12" x 18", per pupil. Can be cut
to various sizes as needed.
8. Coarse manila paper for poster and frieze work—6 square yards;
also bogus paper.
Music
Each pupil supplied with a copy of basal text in music, or two sets of
40 copies each owned by the school for use in the various grades.
Penmanship and Writing Paper
1. Each pupil supplied with a copy of basal text in penmanship.
2. Pencils for work of each pupil. Pencils with soft, large lead for
grades one and two.
3. Writing peas and ink for all pupils in grades five, six, and seven.
Recommended also for grade four.
4. Penmanship practice paper—continuous supply suited to grade needs.
5. Composition paper—minimum of 40 sheets per pupil.
6. Unprinted newspaper—large sheets, a total of 12 square yards.
Additional material
1. One yardstick and twenty-four rulers.
2. Scissors—two dozen, blunt point.
3. Tools—1 small strong saw, 1 vise, 1 screw driver, 1 coping saw, 1
small, large-headed hammer, nails and varying size tacks.
4. Manila tag board—5 square yards for primary grades, 3 square
yards for grammar grades.
5. Clock or clockface.
General Equipment: Minimum Requirements
1. Principal's office and equipment.
2. School records up-to-date and filing space for them.
3. Auditorium and equipment.
Handbook for Elementary and Secondary Schools 21
4. Storage space for general supplies.
5. General bulletin board.
6. Janitorial supplies and storage space.
7. Duplicator, mimeograph, or hectograph for preparing classroom ma-terials.
8. Printing press.
9. Paper cutter.
10. Seventy art prints selected from State approved list in the Course in
Art Appreciation. See p. 176.
11. Phonograph and records selected from State suggested list in the
Music Appreciation Courses, p. 151.
12. Special reading material (that may be prepared by teachers or bought)
a. Teacher's manual for use with basal texts in each grade.
b. Complete set of Phonic Cards for the phonic facts to be taught.
c. Sets of phrase cards for basal primers and basal first readers.
d. Set of word cards for first basal primer and first basal reader.
NOTE—Materials for basal readers may be secured from the publishers of the
adopted texts.
13. Number cards and games for teaching number combinations and the
four fundamental processes.
14. First-Aid Kit.
15. Emergency rest room or cot.
General Equipment Recommended But Not Required
1. Cafeteria or lunch room.
2. Scales for weighing pupils.
3. Rugs or other provisions for rest periods in primary grades.
4. Playground apparatus and equipment.
5. Running water and floor plug for electric attachment in each room.
6. Piano.
7. Radio.
8. Instruments for toy orchestra.
9. Lantern and lantern slides.
10. Moving picture machine and films.
11. At least one room which can be darkened so as to use lantern and
moving picture machine.
12. United States flag, and flag pole on grounds.
13. North Carolina flag.
14. Variety of good pictures, panels, statuary, vases and other objects of
art for each classroom.
15. Growing plants.
16. Aquarium or terrarium.
17. Variety, as to texture, color, and size, of drawing and construction
paper.
18. Variety of coloring materials—wax and pressed crayons, water color,
show card colors, oil colors, plasticine.
19. Weaving frame and weaving materials.
20. Soft wood, soap and other materials for carving, modeling and general
construction work.
21. Standardized tests carefully selected for use with pupils.
22. Standard handwriting scale for each classroom.
22 Handbook for Elementary and Secondary Schools
Section V: The School Plant
In the planning, remodeling, enlarging or rehabilitation of elementary
school plants, the following standards are suggested:
SITE
Size—School sites should be ample in size: (1) for the building and
future extensions, (2) for the proper setting of the building and its removal
from the noise and dust of the highway or street.
Playground—Sites should also be ample in size for elementary children,
and for all other play and recreation for the children to be served. A mini-mum
of ten acres is recommended for a standard elementary school.
Location—In locating school sites, avoid (1) proximity to railroads,
gas plants, factories, and other sources of noise and odors, and (2) poorly
drained sites—artificial drainage is expensive.
THE GENERAL PLAN
The chief considerations in determining the general plan are: (1) orien-tation,
(2) natural light and ventilation, (3) flexibility to permit future
additions, (4) aesthetic fitness, and (5) economy. It is also suggested:
(a) that in addition to mere classroom space, provision be made for heating
and ventilation, blackboards, bulletin boards, supply cabinets, book-cases, and
means for the hanging of children's and teachers' clothing; and (b) that
other desirable features, depending upon the character of the school, include
such items as provision for room clock, temperature control, electric outlets
for lighting, projection, and vacuum cleaning, interphone connections, radio
connections, lavatory and drinking facilities, project lockers, and such other
special features as the school organization may require.
CLASSROOMS
Dimensions: (1) The width of the classroom, unilaterally lighted,
should be not more than twice its height, 21 feet to 22 feet, being the usual
and desirable widths. (2) Under normal conditions the height of the class-room
should be 12 feet. (3) The length of a classroom should be determined
by the desired seating capacity of the room, but classrooms less than 30 feet
in length can rarely be justified. (4) There should be provided in the front
end of the classroom a minimum of six feet between the first row of seats
and the front wall. (5) In the rear of the classroom there should be provided
approximately 3 feet between the last row of seats and the rear wall.
Seating Capacity—The normal seating capacity of classrooms shall be
determined by allowing 16 square feet of the total floor area for each pupil.
Aisles—For safety and convenience in passing up and down classrooms,
aisles next to walls should be at least 30 inches wide, and intermediate
aisles at least 18 inches wide.
Doors—(1) Doors to classrooms should be at least 3 feet by 7 feet by
1% inches. A clear wire-glass pane in the upper part of the door is a desir-able
feature. For natural light in the corridors, the remaining upper part
of the door may be of translucent panelled glass. (2) For the purpose of
cross ventilation transoms should be placed over all classroom doors.
Handbook for Elementary and Secondary Schools 23
Location of Windows—It is recommended: (1) that all classrooms be
unilaterally lighted, (2) that windows be placed on the long axis of the
room, (3) that east and west fenestration be preferred over north and south,
(4) that the top of the upper sash of windows be within six inches or less
of the ceiling, (5) that no window panes be placed so low that light enters
the room below the plane of vision of pupils seated next to the windows, (6)
that the window area be one-fifth of the floor area, (7) that for the purpose
of cross ventilation high breeze windows be provided in the wall opposite
the outside windows, (8) that where artificial illumination is required the
lighting units, properly spaced, should be hung so as to insure at least 8 to 12
foot-candles at desks of pupils without objectionable glare.
Blackboards—(1) Prom 20 to 40 running feet of blackboard should be
provided for each classroom; (2) blackboards need not be more than 42
inches in width, thirty-six inches being generally satisfactory; and (3) the
height of the chalk trough above the floor should be for:
1st and 2nd grades, 24 to 28 inches; 5th and 6th grades, 28 to 32 inches;
3rd and 4th grades, 26 to 30 inches; 7th and 8th grades, 30 to 36 inches.
Color of Walls and Ceilings—(1) All walls should be of a color with
a light reflecting factor of approximately 50%. Light buff or ivory tan colors
are recommended. Wainscotings and dadoes may be darker colors. (2) In
all cases, the ceiling should be ivory, white or light cream with a light reflect-ing
factor of not less than 60%. (3) Avoid glossy finishes.
Window Shades—Translucent shades, the color of which harmonizes
with the classroom colors, should be used and so installed that the entire
window may when desired be unshaded, and that any portion of the window
may be shaded without shading other portions.
Cloakrooms, Wardrobes and Lockers—It is recommended that each
classroom provide suitable space for the children's outer garments in one of
three ways: (1) Ventilated cloak rooms approximately 5 feet wide, with an
outside window having a glass area of not less than one square foot to every
10 square feet of floor area; also with two hook strips placed respectively
3% and 5 feet above floor, each to be equipped with a sufficient number of
hooks staggered 18 inches apart on each strip. A pole equipped with hangers
may be substituted for hook strips. Coat rooms as described above with a
classroom wall in the form of a stationary screen are acceptable when the
area behind the screen is properly ventilated. (2) Ventilated wardrobes
easy of access and convenient for use, opening preferably into the classroom.
(3) Ventilated lockers in corridors, providing ample space for outer garments
and placed so as to be convenient for use. Separate space should be provided
for teachers.
Shelving—Each room shall be supplied with adequate shelving for
library books. See Library under Requirements 'for Accredited Elementary
Schools, item IV, page 17. Each room shall have a cabinet or sufficient shelv-ing
to take care of instructional supplies.
CORRIDORS
(1) The minimum clear passageway of the main corridor or corridors of
any school, building containing four classrooms or more shall be 8V2 feet.
(2) While the minimum clear passageway of secondary corridors varies with
24 Handbook foe Elementary and Secondary Schools
the length of such corridors and the number of classroom doors leading to
them, such secondary corridors shall be approximately 5 feet in width. (3)
Corridors and passageways shall be well lighted. Outside windows are always
desirable. Transoms and half glass doors are helpful. Artificial illumina-tion
to the amount of 3 foot-candles is recommended. (4) No projections
beyond the face of the corridor walls shall be in excess of 8 inches. (5) No
radiators, drinking fountains, wash-basins or other equipment shall be placed
on corridor walls unless the latter be recessed to receive them.
TOILETS
Location, Size and Construction—(1) Toilet rooms should be provided
on each floor for each sex. (2) The toilet rooms for the two sexes should be
located in different ends of building where practicable. They should be easily
accessible from playgrounds and from classrooms. Do not locate toilets in
basements. (3) The minimum width should be 10 to 12 feet and the length
sufficient to accommodate the number of fixtures needed. (4) The rooms
should be so arranged that pupils have space to pass without crowding.
Lavatories should be accessible and a mirror provided, but this should not
be over the lavatories. (5) Toilets should be so located and screened that
the interior is not visible from corridors. Stalls should be provided for
toilets. Doors to these are desirable for girls, but not for boys. Toilet
floors and walls should be finished in impervious materials permitting wash-ing
down and all internal corners should be coved. (6) Ample sunlight is
the best disinfectant for toilet rooms. As many windows as possible placed
at least 6 feet from the floor should be provided.
Plumbing—Water closet bowls, urinals and wash basins or lavatories
should be of vitreous china. The water closet bowls should be of the extended —lip or elongated—rim type. The seats should be of impervious material
with open fronts. The number of closets in elementary schools should be
figured at one for each 15 to 20 girls and one for each 25 to 30 boys. The
ratio of water closets to the number of pupils decreases as the size of the
school increases. (2) For primary children the height of the toilet seat
should not be over 10 inches; for grammar grade children 11 inches; for
high school children 13 to 14 inches. The "standard" height of 16 inches
for toilet seats is too high for 75 percent of the children. (3) Separate
toilets, adjacent to the classrooms, are a desirable feature for primary units.
(4) The toilet should be of a type that will wash down with each flushing.
(5) There should be one urinal for each 20 boys in the smaller schools. The
ratio decreases as the size of the school increases. (6) The urinal should
be of a type that is easily flushed and that can be kept clean. (7) One lava-tory
should be provided for every 2 toilet fixtures. (8) Lavatories for
elementary grades should not be over 25 inches in height. In high schools
27 to 30 inches is an acceptable height. (9) A soap dispenser should be
provided in connection with the wash basin. Hose connections and slop
sinks should be provided for the janitor's use.
DRINKING FOUNTAINS
Type and Location—It is recommended: (1) that indoor drinking
fountains be of the wall type mounted on the surface of the wall, or in recess
Handbook fob Elementaby and Secondaby Schools 25
alcove not less than 2 feet 6 inches wide and not less than 6 feet high, so
that drinking fountains do not project beyond the surface of the main wall,
(2) that all drinking fountains be supplied with an automatic regulator,
(3) that outside drinking fountains be of the frost proof type, (4) that all
drinking fountains be of the angle stream type with the orifice above the
rim of the bowl, (5) that a drinking fountain be installed in the primary
classroom, and (6) that fountains be located in corridors and near play-grounds
for the upper grades. Do not place drinking -fountains in toilet
rooms.
Size and Number—The height of drinking fountains should be: (1)
for the first three grades not over 24 inches from floor, (2) for grades 4 to
7 not over 30 inches from floor, and (3) for grades 8 and up 30 to 36 inches
from floor.
One fountain should be provided for every 25 to 40 persons to be served.
PRIMARY ROOMS
The general requirements outlined above apply to primary as well as
grammar grade units. However, attention is directed to the following prin-ciples
which should be incorporated into the planning of primary units:
Orientation—West orientation is preferable for the primary units. This
makes it possible for west rooms to receive much healthful sunlight without
any interference, since the children are usually ready to be dismissed before
the sun comes into the room in the afternoon.
Size—The space allotted to the primary unit should be from 21 to 22
feet in width by approximately 45 feet in length. A desirable arrangement
of this space is to have a recitation room 30 feet in length with an activity
room 15 feet in length.
Equipment—Window seats, work tables, drinking fountains, lavatories
and storage space should be provided in the activity room.
Blackboards—Blackboards for primary units should be 24 to 28 inches
from the floor. The width of the board need not be over 36 inches. Twenty
running feet will be ample for the primary grades. This should be on the
wall opposite the windows. The teachers' blackboards should be in the
center of the front wall, but need occupy only about one-third of the space.
This will provide room on the front wall for bookcase and space for hanging
desirable pictures.
Bulletin Boards—Bulletin boards, the same distance from the floor and
the same width as the blackboards, should be provided. A section at least
10 feet in length is desirable. Tack strips, which are not to be confused
with bulletin boards, should be placed above the blackboards and bulletin
boards.
Project Lockers—Project lockers 12 inches by 15 inches in size with a
depth of about 15 inches should be provided for each pupil in the primary
room.
26 Handbook for Elementary and Secondary Schools
REQUIREMENTS FOR ACCREDITED HIGH SCHOOLS
A standard high school as defined in the State law is as follows:
"A school term of not less than 160 days; four years or grades beyond the
seventh elementary grade; three teachers holding required certificates; not
less than forty-five pupils in average daily attendance; a program of studies
approved by the State Superintendent of Public Instruction; and such equip-ment
as may be deemed necessary by the State Superintendent of Public
Instruction to make the instruction beneficial to pupils: Provided, however,
that in schools maintaining a nine months' term, meeting all over require-ments
and offering superior instruction, fewer than forty-five pupils in
average daily attendance may be considered." (1923, c. 136, s. 8; 1927, c. 40,
s. 1.)
The 1937 School Machinery Act gives the State School Commission au-thority
to establish elementary and high schools as follows:
"School Organizations. The State School Commission, in making provi-sion
for the operation of the schools, shall classify each county as an admin-istrative
unit and shall, with the advice of the County Board of Education,
make a careful study of the existing district organizations when deemed
necessary for the economical administration and operation of the State school
system and shall determine whether there shall be operated in such district
an elementary or a union school. Provisions shall not be made for a high
school with an average daily attendance of less than sixty pupils, nor an
elementary school with an average daily attendance of less than twenty-five
pupils, unless a careful survey by the State Superintendent of Public Instruc-tion
and the State School Commission reveals that geographic or other
conditions make it impracticable to provide for them otherwise." (1937, c.
394, s. 5.)
SUMMARY
There are two groups of accredited high schools in North Carolina:
Group I—Class AA, Class A and Class B (Term 180 days).
Group II—Class A, and Class B (Term 160 days).
(Class B is the lowest standard or accredited school.)
The standards of these groups are set forth as follows:
Group I—Class AA.
1. A four-year ccurse of study beyond the seventh grade.
8. Length of term—nine months, or 180 days, exclusive of holidays.
3. Number of teachers—twelve or more teachers holding proper certificates.
4. Length of recitation periods—at least forty minutes.
5. Sixteen standard units required for graduation.
6. Laboratory facilities for the teaching of Science, requirements met in
full.
7. Library requirements met in full.
8. Required number of maps, charts, and other equipment.
9. Attendance—a number of pupils in average daily attendance sufficient
to secure twelve teachers.
Group I—Class A.
1. Four-year course of study.
2. Length of term—nine months, or 180 days, exclusive of holidays.
9. Number of teachers—six whole time teachers holding proper certificates.
4. Length of recitation periods—at least forty minutes.
5. Sixteen units required for graduation.
6. Laboratory facilities for the teaching of Science.
7. Library requirements met in full.
8. Maps according to requirements.
9. Attendance—a number of pupils in average daily attendance sufficient
to secure six teachers.
Handbook fob Elementary and Secondary Schools 27
Group I—Class B.
1. Four-year course of study.
2. Length of term—nine months, or 180 days, exclusive of holidays.
3. Number of teachers—four whole-time teachers, one of whom may be a
teacher of vocational subjects.
4. Length of recitation periods—at least forty minutes.
5. Sixteen units required for graduation.
6. Laboratory facilities for the teaching of Science.
7. Library requirements met in full.
S. Maps according to requirements.
9. Attendance—-a number of pupils in average daily attendance sufficient
to secure four teachers.
Group II—Class A.
1. Four-year course of study.
2. Length of term—eight months, or 160 days, exclusive of holidays.
3. Four whole-time teachers, one of whom may be a teacher of vocational
subjects.
4. Length of recitation periods—at least forty-five minutes.
5. Sixteen units required for graduation.
6. Laboratory facilities for the teaching of Science.
7. Library requirements met in full.
8. Maps according to requirements.
9. Attendance—a number of pupils in average daily attendance sufficient to
secure four teachers.
Group II—Class B.
1. Four-year course of study.
2. Length of term—eight months or 160 days, exclusive of holidays.
3. Three whole-time teachers, holding proper certificates.
4. Length of recitation periods—at least forty-five minutes.
5. Sixteen units required for graduation.
6. Laboratory facilities for the teaching of Science.
7. Library requirements met in full.
8. Maps according to requirements.
9. Attendance—a number of pupils in average daily attendance sufficient
to secure three teachers.
DETAIL REQUIREMENTS
In the interpretation of the law quoted above, the following suggestions
and requirements are made for the development of an accredited high
school
:
1. Teachers
Every teacher employed in a standard or accredited high school must hold
a high school teacher's certificate issued by the Division of Professional
Service. This requirement holds for all classes of schools, public and pri-vate,
white and colored, urban and rural.
High school teachers' certificates issued as of July 1, 1931, and thereafter,
represent graduation from standard four-year colleges. These certificates
28 Handbook foe Elementary and Secondary Schools
are issued on the basis of transcripts of college records, which show the
professional credit and specialized work required for each certificate. Each
applicant should meet the requirements in two or more teaching fields. The
subjects for which certification is granted will appear on the face of the
certificate.
Certificates issued prior to July 1, 1931 were issued on a general rather
than subject basis and may be renewed.
The requirements at present for the High School Principal's certificate
are three years' successful experience on the High School Class A certificate
and six semester hours credit in courses in Administration and Supervision.
For detailed information relative to certificates write the Division of
Professional Service, State Department of Public Instruction, Raleigh, N. C.
2. Length of Term
The length of term in Group II, Class B School, which is the lowest class
of accredited high schools, must be eight months or 160 days, exclusive of
holidays.
3. Length of Recitation Periods
With an eight months' term, 160 days, recitation periods must be forty-five
minutes in the clear in order that each course may be 120 clock hours,
or a unit of work. In arranging a daily schedule provision should be made
for at least five minutes between recitation periods to allow for time spent
in changing classes. The actual time spent in instruction during each reci-tation
period must be forty-five minutes.
In most schools there is a demand for the hour or sixty minute period.
When the daily schedule is arranged on this basis there should be six such
periods in the school day; there must be at least five.
If the school is organized on the hour basis Science courses may be given
five periods per week. If a shorter period is used seven periods per week
should be devoted to each Science.
The advantage of the longer period is in the opportunity which it gives
for supervised study. If the hour period is properly used it should prove
more satisfactory than a shorter period.
Some schools are interested in making experiments with a period longer
than one hour. Whenever an experiment of this sort is carefully planned,
permission may be obtained for increasing the length of the period.
4. Number of Units Required for Graduation
At least sixteen standard units are required for graduation. A unit is
defined as follows: A unit is the credit allowed for the satisfactory com-pletion
of a course pursued for thirty-two weeks or more per year with five
recitation periods per week, and forty-five minutes per period. If the term
is thirty-six weeks, recitation periods may be forty minutes in length. A
unit of work is 120 clock hours.
The requirements for graduation differ somewhat for the various cur-ricula.
A definite statement of graduation requirements will be found in the
discussion of each curriculum in the section on Suggested Curricula, Organi-zations,
and Schedules.
Handbook for Elementary and Secondart Schools 29
With some exception the following are the requirements for graduation:
Subject Units
English 4
Mathematics 2
Social Studies 2
Science* 2
Foreign Language 2
Elective 4
Total 16
A course in General Business Training may be substituted for one of the
units in Mathematics, and students may be exempted from the requirement
of two units of foreign language in the following ways:
1. By offering four units of Agriculture.
2. By completing the two year course in Commercial Education in the
tenth and eleventh grades.
3a By offering two units of Home Economics plus three units of science—
' General Science, Biology, Chemistry, and Physics, making a total of
five units.
3b. By offering three units of credit in Home Economics plus Biology and
Chemistry, making a total of five units.
3c By offering two units of Agriculture or Industrial Arts plus three
'
units of science—General Science, Biology, Chemistry, Physics, making
a total of five units.
5. Average Daily Attendance
There must be at least forty-five pupils in average attendance in the lowest
accredited school. New schools which do not make a sufficient average daily
attendance to secure three State allotted high school teachers will not be
considered for accredited rating. The 1937 School Machinery Act makes an
average daily attendance of 60 as the minimum for the establishment of a
high school.
6. Course of Study
A four year course of study must be provided. This means ordinarily
the eighth, ninth, tenth, and eleventh grades. In some schools there are
twelve grades and in some instances the eighth grade is regarded as a part
of the junior high school. There is nothing to prevent the organization of
a high school on the junior-senior basis. When an effort is made to organize
on this basis it is suggested that the seventh and eighth grades be organized
as a junior high school and the ninth, tenth, and eleventh grades as the
senior high school. In schools where there are twelve grades it will be more
convenient to organize on what is known as the 6-3-3 plan, the six year
elementary school, a three year junior high school, composed of grades seven,
eight, and nine, and a senior high school composed of grades ten, eleven, and
twelve. In small high schools with three or four teachers and an average
daily attendance of forty-five to seventy-five pupils, it is not advisable to
attempt to organize on the junior-senior basis. Every school should be
organized as suggested in the section giving suggested curricula, p. 90.
*A unit of geography may be substituted for any science except biology.
30 Handbook for Elementary and Secondary Schools
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Handbook for Elementary and Secondary Schools 31
7. Equipment
LIBRARY
I. Library Room
1. Size of classroom as minimum.
2. Floor space to seat 10% of student body at tables and chairs. A
minimum of 36 seats should be provided.
3. Floor space of approximately 25 square feet per reader cares for
tables, chairs, aisles, and furniture.
4. Room centrally located, well heated, well ventilated, well lighted.
5. Librarian's work room or conference room with running water (may
be provided by cutting off one corner of the room with low shelving).
This is needed for routine work, mending, magazine storage and the
like. It should contain shelves and storage space.
6. Walls and ceiling should be light colored, preferably buff.
7. Woodwork should be light, preferably light oak.
8. Floor covering and/or chair slides should be provided.
9. Library open entire school day under supervision.
H. Furniture and Equipment—(Pictures and specifications will be sent
upon request.)
1. Shelving built according to specifications, allowing shelf space for
5-10 volumes per pupil, estimating 8 books per linear foot.
a. Shelving should not be over 6 ft. 10 in. high.
b. Each shelf 36 in. long with solid upright between sections.
c. Shelves should be 8 in. in depth, % in. thick.
d. Metal strips and brackets provide adjustable shelves.
e. When stationary shelving is built, 10 in. in the clear should be
provided between shelves. One section should have 12-14 in. space
between shelves for large volumes such as encyclopedias.
f. Projections on tops or sides should be avoided.
2. Tables—Standard size (3 ft. by 5 ft. to seat 6, or 3 ft. by 7 ft. to seat
8, 28 to 30 in. high). Tables should be strongly built without foot
rests or drawers.
3. Chairs—Strongly built, standard height (18 in.), without arms.
4. Librarian's desk. A flat-top desk similar to that for a teacher is
desirable in the small school. The top drawer should be deep enough
to hold a 3 in. by 5 in. book card. In larger schools a regulation
loan desk is desirable.
5. Pamphlet or vertical file to care for pamphlets, pictures, clippings,
etc. (At least 4 drawers). Preferably legal size.
6. Catalog case (at least 4 drawers) to hold 3 in. by 5 in. cards. Each
drawer should be fitted with a rod.
7. Bulletin board—Cork, masonite, or celotex is satisfactory. 24 in. by
36 in. is a convenient size.
8. Magazine and newspaper racks. (May be made as part of shelving.)
9. Dictionary stand of wood.
10. Typewriter (for larger schools).
m. Books
1. Basic collection of 300 titles selected from the State approved list and
32 Handbook fob Elementaby and Secondaey Schools
including the distribution indicated below: Government documents,
textbooks, and pamphlet type books are not included.
a. Abridged or Unabridged Standard Catalog for High School
Libraries 1
(Order from H. W. Wilson Company, 950 University
Avenue, New York.)
b. Approved Encyclopedia (World Book, Americana, Britan-nica,
14th edition. Listed in order of preference) - 20
c. Government, Civics, Economics 10
d. Language—Unabridged Dictionary and Language dictionary
for each language taught 2
e. Science 25
f. Useful Arts .._ 10
g. Fine Arts 10
h. Literature: (Essays, plays, history of literature, etc.). ..... 25
i. Poetry 20
j. Geography and Travel 25
k. History and Biography.— 75
1. Standard Fiction 75
m. Atlas . 1
2. For schools of more than 100 enrollment, the collection should con-tain
a minimum of not fewer than 3 books per pupil selected from
the Standard Catalog for High School Libraries. The distribution
by subject should be approximately as follows:
Dewey Decimal Nos. Subject Percentage
000-099 General Reference 8%
100-199 Philosophy ... 1%
200-299 _ ...-. Religion and Myths 1%
300-399 Civics, Economics .._ 5%
400-499 Languages 2%
500-599 Science 10%
600-699 Useful Arts 10%
700-799 Fine Arts _ 5%
800-899- Literature 15%
910-919 Geography and Travel.... 5%
920-929. Biography 8%
900-909; 930-999 History 10%
FandSC Fiction and Story Collections 20%
3. Only books in good physical condition are acceptable. A well bal-
. anced collection should be maintained.
IV. Magazines and Newspapers
1. Minimum requirements in magazines selected from the following and
including at least one from each group:
a. Current topic: *Current History, Literary Digest, Time, News
Week, Congressional Digest.
b. Literary: Atlantic Monthly, Harper's Magazine, *Scribners,
*Readers Digest.
c. Scientific: Aviation, Nature Magazine, *Popular Mechanics, Popu-lar
Science Monthly, Radio News, Scientific American.
d. General Content: American Boy, American Girl, American Maga-zine,
*Boy's Life, Scholastic, Open Road for Boys, Saturday Even-ing
Post.
e. Miscellaneous: Better Homes and Gardens, Good Housekeeping,
Hygeia, Industrial Education Magazine, School Arts Magazine,
Asia, *National Geographic.
2. Enrollment to 100, a minimum of 5 magazines.
3. Enrollment 100-300, a minimum of 10 magazines.
4. Enrollment 300-600, a minimum of 15 magazines.
Handbook for Elementary and Secondary Schools 33
5. Enrollment more than 600, a minimum of 20 magazines.
6. Minimum requirements in newspapers, at least one good daily State
newspaper, Sunday edition of a large newspaper with world features
is desirable.
V. Organization and Records.
1. Accession record kept up-to-date. This may be part of the shelf list
in schools employing trained librarians.
2. Books classified and marked by the Dewey Decimal classification
system.
3. Shelf list on cards.
4. Card loan system with record of circulation kept.
5. Record of yearly additions, discards, total number of books, circula-tion
statistics.
6. Yearly inventory.
7. State report blank filled out and sent in.
8. Card catalog required in all schools employing librarian half time
or more.
VI. Course of at Least Ten Lessons in Use of Books and Libraries.
If given consecutively these should count half month's grade. The State
adopted English texts include such lessons. Suggested topics for
lessons:
1. Organization and Regulations.
2. Make-up and Care of Books.
3. Classification and Arrangement.
4. Dictionary.
5. Encyclopedias.
6. Special Reference Books.
7. Card Catalog.
8. Vertical File and Magazines.
9. Note Taking and Bibliography Making.
10. Book Resources Outside the Library.
VII. Librarian
1. Librarian must hold a high school teachers' certificate and be paid on
basis of certificate held.
2. Schools with 6-8 teachers. One teacher with minimum of 6 semester
hours in Library Science assigned to library two consecutive periods
daily.
3. Schools with 9-12 teachers. One teacher with minimum of 12 semes-ter
hours in Library Science assigned to library half of school day.
4. Schools with more than 12 teachers. One teacher with minimum
of 24 or more semester hours in Library Science assigned to the
library full time.
MAPS
The requirement for maps in the high school is met by securing two sets
of history maps, one in World History and the other in American History.
In union schools, the elementary department must be supplied with all maps
required for accredited elementary schools. In schools where the high
34 Handbook for Elementary and Secondary Schools
school department is separate from elementary school, the high school must
have in addition to the history maps the complete set of Physical-Political
Maps required of elementary schools.
1. World History—A set of at least seven maps.
Denoyer-Geppert—The Breasted-Huth-Harding Wall Map Series, size
44" x 32". A suggested list includes B3, B9, B13, H4, H13, H16,
H32.
Nystrom—European History Maps—The Webster-Knowlton-Hazen Maps,
size 50" x 38". A suggested list includes AH4, AH9, AH12, MM2,
MM10, MM14, MM23.
Rand McNally—Westermann European and World History Maps, size
66" x 46". A suggested list includes I, II, V, VII, IX, X, XII.
2. American History—At least nine maps.
Denoyer-Geppert—The Hart-Bolton Basic American History Wall Maps,
size 44" x 32". A suggested list includes A2, A4, A5, A7, A10, A12,
A15, A20, A24.
Nystrom—The Sanford-Gordy American History Maps, size 50" x 38".
Suggested list includes SGI, Sg2, Sg4, SG8, SG10, SG15, SG17,
SG20.
Recommended But Not Required:
Additional maps and charts are recommended for Civics, Economics and
High School Geography. Material of this sort may be purchased from the
Denoyer-Geppert Company in the Hart-Matteson Series and the Hart-Bolton
Series, and from the Nystrom Company in the Hughes, Sanford-Gordy, Web-ster-
Knowlton-Hazen, and Pinch Series. For other recommended maps, see
elementary requirements, p. 18.
SCIENCE LABORATORY
There must be set apart for laboratory work at least one room which
should have the necessary furniture and supplies. Suggestions regarding
furniture and minimum laboratory apparatus lists follow:
Tables. For teacher—One demonstration table, 60 in. long, 30 in. wide,
34 in. high; should have drawers, enameled sink, and removable balance
rods.
For pupils—A sufficient number of tables with balance rods and stools
or chairs to accommodate largest laboratory section. The most popular sizes
for tables are: 4-pupil capacity—72 in. long, 42 in. wide, 30 to 32 in. high;
2-pupil capacity—60 in. long, 30 in. wide, 30 to 32 in. high.
Although it is not undesirable for these tables to have drawers it is not
necessary, as apparatus can be stored more satisfactorily in a separate cab-inet.
Tables should be heavy and rigidly constructed, the top at least iy2
inches thick and well put together.
Chairs or Stools. There should be a number of chairs or stools sufficient
to accommodate the largest laboratory section. In systems where there is
congestion and one room has to be used for both recitation and laboratory
purposes, chairs (without arms) should be supplied; otherwise, stools would
be more satisfactory. Height of chairs, 18 inches; stools, 20 inches.
One Room Departments. In many schools it is often desirable to equip
one room for science work to be used for both recitation and laboratory work.
If the room is supplied with a storage cabinet for apparatus and equipment
Handbook for Elementary and Secondary Schools 35
and with an adequate number of tables and chairs, this makes a very satis-factory
arrangement.
Storage Cabinet. There should be a storage cabinet in each school for
laboratory apparatus. In most systems the one described below would be
satisfactory. In the larger schools, however, a cabinet with additional sec-tions
should be provided.
Plan for a Cabinet for Science Equipment
I0'-0'
Dimensions for cabinet:
10 ft. long.
7 ft. high.
36 in., height of lower section.
24 in., width (outside) lower section.
12 in., width (outside) upper section.
2 vertical partitions through middle of cabinet.
2 shelves across units of upper section.
1 shelf in left unit of lower section; none in the other two units.
Wood doors on lower section; glass doors on upper sections.
Water. Running water should be supplied in all laboratories. If possible
there should be spigots and sinks for teacher's demonstration table and for
each pupil's table; however, one sink connecting every two tables for pupils
can be made satisfactory.
Gas. Schools offering only General Science, Biology, and Physics have
found that alcohol lamps supply a sufficient amount of heat. "Where Chem-istry
is taught, gas should be provided.
Science Laboratory Apparatus. There appear below lists of laboratory
apparatus for each science offered in an accredited high school. Every ac-credited
high school must offer General Science, Biology, and either Physics
or Chemistry. Many schools are prepared to offer both Physics and Chem-istry.
In the purchase of laboratory apparatus for the several sciences the fol-lowing
guiding principles should be observed:
1. Apparatus which is equivalent to that listed will be accepted, including
many items which may be made by the teacher of science or the pupils. The
sole purpose of apparatus requirements is to provide such equipment as will
make good teaching possible.
2. The lists of apparatus have been compiled for each science indepen-dently
and, therefore, there are some duplications in items. In schools where
one laboratory is sufficient for the teaching of all science classes these dupli-cates
should be checked off.
36 Handbook for Elementary and Secondary Schools
3. Apparatus may be purchased from any reliable manufacturer or dis-tributor.
For this reason special trade names have been omitted whenever
possible and superintendents and principals will be permitted to substitute
satisfactory equipment which is equivalent to any item listed.
GENERAL SCIENCE
General Science should be made more than a nature study course. As
much experimental work should be done by the student as possible. Such
work should be largely quantitative with an accuracy as high as is consistent
with pupils of this age.
List A includes that apparatus used most frequently by the students in
experiments. It should be assigned out and be required to be returned in
good condition. For proper safe keeping a drawer with lock and key should
be provided in the laboratory table for the possession and use of each student
or each group of students working together.
List B includes all of the apparatus to do all of the experiments and
illustrates practically all of the discussions in the adopted manual. There
is also included in this list some of the apparatus for the most essential
demonstrations in the text.
List C has only the microscope and prepared microscopic slides recom-mended.
It is not advisable to buy cheap microscopes—those without full
range adjustments or other than standard optics.
List D is strictly demonstration equipment to be used by the teacher or
demonstration group to illustrate the subject matter in the text.
List E contains additional desirable demonstration equipment and is not
required, but further purchase should be made from selections from this list
as rapidly as funds permit.
Since General Science contains some of the subject matter from each of
the fields of Physics, Chemistry, and Biology, practically all the apparatus
listed below will be found in the other laboratories. Obviously, if General
Science is taught in the same laboratory as one or more of the advanced
sciences, duplications may be eliminated. It is not desirable to attempt to
carry apparatus to and from some other room to teach General Science.
Minimum satisfactory equipment will consist of:
List A. Student apparatus—As many sets of list A as there are groups
of students working together.
List B. Apparatus and supplies—One set for the class.
Handbook for Elementary and Secondary Schools 37
List A. Student Apparatus
One set for each group of students working together.
Quantity Quantity Approxi-
Recommended on Hand Description pj.
a
*|
Beakers, Griffin form, 250 cc. a r>
RBnolt-t1l-leesc, 8S ro.z-,., w™;i^de» mmo„u..t»hU *> U. 40
B" nsen
.
Burner, with gas and afrad/ustment en
(11 gas is not available use alcohol burner or other sourc'eoTheat) Clamp, burette '
, n
. Pinch Clamp, Mohr's.. ?°
P k 8- Filter Paper, 11 cm.... J?
Flask, Florence, 250 cc .Z." ,, Funnel Tube, thistle top, 30 cm... "fc Wire Gauze, asbestos center, 5" x 5" '
J2
ft dll" £t0
.
pper',2
:,
h °,1
,
e' to fit wide mouthTottTeZZ 05 Rubber Tubing, 3/16", hand made white 77
Support, with 2 rings.. m tL
,
Test Tubes. 6" x %" 'Li
Pk6- Splints (500 per package).."! ??
•. Pneumatic Trough, 4" x 7" x 10"... 7C v
!
a
J Litmus Paper, blue II
vlal Litmus Paper, red ZZZZZZZZZZZZ 10
Total
2 4.60
List B. Apparatus and Supplies
One set for the class.
Quantity Quantity ' Approxi-
Recommended on Hand Description JSJf£
Meter Stick, maple, graduated in mm. and W' £ n 1
e
Capillary Tubes, mounted, set of 7 " or
Lens Clamp and Support iqc
Single Pulleys, bakelite 22
Double Pulleys, bakelitcZZZZZ — on
Inclined Plane, with graduated arc 7 ~ Hall's Carriage. ;
.90
*»».. 85 o vanugC , . r
Lift Pump, glass model. _._ ~ , ir
Catch Bucket, 6.5 x 8 cm. ~ 1- ix
Battery Jar, 6" x 8" ZZZ ~
op
Barometer Tube, with stopcock 9 '
5(1 "-y Barometer lonn
meter, 3 scale
ZZZZZ"! 1 25
ip, simple 4
'
4 r Pump Plate, 8y2" diameter 2'2c
Mercury [ 10 'nn
Thermometer, 3 , „ Air Pump, form i'f
%Y2diameter... V Vc
c Blank Weather Maps — 6
"Jf sq - "• Rubber Dam, dental tis'sueZZ S
Magdeburg Hemisphere ".
6 'qq
Rubber Ballons, small, with valves 'en
* D..1L r . •• - '3\J
20
00
25
30
- Air Thermometer Bulb, 5 cm. bulb..... Dew Point Apparatus.. ZZ ~
1
'
Lodestone ~
Bar Magnet, square IS "x'l x "l "cm".™ ,„
Horse Shoe Magnet, 7.5 cm 'ir
Compass, 25 mm 2?
Friction Rod, solid glass.ZZZ. 'cc
Vulcanite Rod, friction
""""
97
Flannel Pad, 20 x 20 cm.ZZZ" 25 Leyden Jar, 1 pint .' "'"
7' 25 Students Battery, with 13 elements l'?e
Lead Plate, 22 x 125 mm. 07 Dry Cells, 1.5 volts ZZZZ 105 Electrolysis Apparatus, Brownlee form 200 Coil For Induction
QCl
St. Louis Motor... ZZZZ.Z" A- C 3 50 - Armature for St. Louis Motor...... l'00 Oalvanoscope, simple form l/gr
Galvanometer, portable type 9/70
Bells, electric, 2y2" gong ZZZZ™ rush Buttons, stamped 1 00 metal 'in
Double Convex Lens, 5 cm. focus '75
p\
18nt
£,
n 8le P"»">. face 32 mm., length 25rnmZZZZZZ7" .*45
Plane Mirror, 10 x 10 cm . jq
119 Concave and Convex Metai Mirror 'en
7 Candles, twelve 25
- Optical Bench, student form.Z.Z.ZZZZ.ZZ. ~
1.00
38 Handbook for Elementary and Secondary Schools
1
12
24
1
1
1
1
1
1
1 pkg.
6
1
1
1 lb.
1 bOX
1
12
2
2
12
1
1
1
1
2
1 P k K.
1 lb.
4 oz.
1
6
1 X 1 lb.
1 X lib.
1 X lib.
1 X 1 lb.
1 X 1 lb.
1 X 2 oz.
1 X 12 oz.
1 X 1 lb.
1 X 1 lb.
1 X 1 lb.
1 X 1 lb.
1 X 4 oz.
1 X 1 oz.
1 X 1 lb.
1 X 1 lb.
1 X 1 lb.
1 X lib.
1 X 1 lb.
1 X 1 oz.
1 X 4 oz.
1 X 1 lb.
Balance, triple beam, bakelite pan, capacity 610 grams, no extra
weights needed
Spring Balance, 8 oz. and 250 grams
Bottles, 8 oz., wide mouth
Bottles, 8 oz., screw cap
Bunsen Burner, with gas and air adjustments
(If gas is not available use alcohol burner or other source of heat)
Clamp, burette..
Condenser Clamp
Right Angle Clamp Holder
Pinch Clamp, Mohr's
Condenser, Liebig, with rubber caps, 2S0 mm
Filter Paper, 11 cm
Flasks, Florence, 250 cc
Funnel Tube, thistle top, 30 cm
Wire Gauze, asbestos center, 5" x 5"
Glass Tubing, \i", lime glass
Dennison Labels, #201
Mortar and Pestle, porcelain, #10
Rubber Stoppers, 2-hole, to fit wide mouth bottles
Rubber Stoppers, 1-hole, to fit 250 cc. flask._
Rubber Stoppers, 2-hole, to fit 250 cc. flask
Rubber Tubing, 3/16", hand made, white.-
Support with 2 Rings
Test Tubes, 6" x %"
Thermometer, —10° to 110° C
Thermometer, 10° to 220° F.._
Pneumatic Trough, 4" x 7" x 10"
Lamp Chimneys, student's
Splints (500 per package)
Copper Wire, bare, No. 22
Iron Wire, No. 20
Tripod Magnifier
Petri Dishes, 100 x 15 mm
Acid, Hydrochloric, C. P
Acid, Sulphuric, C. P
Agar Agar, powder
Aluminum Potassium Sulphate, pure crystals
Ammonium Hydroxide, pure
Beef Extract—
Calcium Hypochlorite, technical
Carbon Tetrachloride, pure
Copper Sulphate, technical, crystals
Ether, C. P
Iron Filings, fi ne._ _
Manganese Dioxide, C. P
Magnesium Ribbon
Marble Chips
Mercury
Potassium Chlorate, pure
Sodium Bicarbonate, pure
Sodium Hydroxide, technical..
Sodium Metallic, C. P..__ _..
Sodium Peroxide, C. P _ _
Zinc, Mossy, Technical _
12.00
1.25
.70
2.40
.50
.30
.40
.25
.12
.85
.15
1.26
.15
.12
.55
.10
.39
.55
.10
.10
1.08
.75
.30
1.00
1.00
.75
.50
.15
.65
.10
.75
2.28
.60
.60
2.30
.20
.35
.55
.25
.35
.25
.61
.25
.25
.45
.20
2.54
.35
.25
.25
.29
.30
.30
Total 2131.28
List C. Microscope and Prepared Slides
These may be borrowed from the Biology Department.
List D. Demonstration Apparatus
(Recommended but not required.)
Quantity Quantity
Recommended on Hand Description
Metric Chart, U. S. Bureau of Standards
Cartesian Diver, 4 cm. long
Hydraulic Press, glass model.-
Force Pump, glass model
Hygrometer, wet and dry bulb, Mason's Form-
Bell Jar, open top, 4 liter.
Conductivity Apparatus, six rods „
Steam Engine Model, locomotive type
Electromagnet, small form
Telephone Receiver, demonstration form
Telephone Transmitter, dissectable
Tuning Fork, 256 V. P. S
Approxi-mate
Price
.. $ 2.20
.25
2.50
1.75
5.00
3.75
1.45
6.70
1.25
2.00
2.00
1.25
Handbook fob Elementaby and Secondaby Schools 39
Organ Pipe, all metal with sliding piston — 2 00
Spiral Spring, 2 meters long- " 8-85
Sonometer, key tension type ... 2 .25
Demonstration Lenses, set ot six _
2 .50
!et "
Photometer Box, Bunsen form -
2 .95
Pin Hole Camera..- — _ 1.10
Aspirator Bottle, K ga'lon - 5.00
Chart of the Atoms ;r ouT',-' - 10
Rubber Stopper, solid to fit Bell Jar 6 50
First Aid Cabinet -
; . 7.50
Pocket Planetarium, Kennon s 12.50
Hall's Tellurian Globe..— ------- -
22.50
*Smallwood Botany Charts, set of 30 22 so
[tl ".I. *S mallwood Zoology Charts, set « 30__ 10 . 50
se <
Physiology Charts, Johnston, set on tripod ^ 2S0 8et """•'
Bird Chart, twenty-six common birds 2 so
Bird Chart, twenty-six common birds
—
2 50
Bird Chart, twenty winter birds
—
2 S0
Bird Chart, twenty-three m! K ra " ts
--r-"""y"minerais
"
-• 5.50
Washington School Collection of rocks and minerals
" 9 $Q
Balanced Aquarium, 6 gallon capacity 9 2S
""""",] Model of Human Eye
—
"" "
1.80 ~ "..-.-'.- Agar Culture Tubes- -
Total..
*Other reliable charts may be substituted.
?178.80
List E Additional Recommended Appabatus
(Not required but recommended to be added as soon as funds **»«^
mate
Quantity Quantity
Description
Price
Recommended on Hand inscription
3 9 75
Water Wheel Model -- ~
3 [ 85
Rain Gauge, U. S. Weather Bureau type u 7S
Gas Engine Model, 4 cycle- ~~CTrZr" 8.00
Induction Coil, demonstration form, spark o mm. .-.--. --
^ QQ
""::::::::::: Short Wave Demonstration Radio Apparatus, one tube-- ™ QQ
Model Human Ear- —
. ? 88.35
Total..-
BIOLOGY
rood microscopes are essential for satisfactorily giving a good course in
Biology Wb ^ only one is given in this list, it sbould be tbe ultimate.aim
°
°acb slol to have one good compound microscope for each grou p
c*
students. A wide selection of prepared microscopic slides is a necessary
Charts" are a very essential and helpful teaching ai<L ^^f^ should be on hand covering botany, zoology and physiology. Models are very
important and last many years if properly treated.
Growing plants and living animals should be in every biology laboratory.
Those Itfve to tbe region can be easily collected. Other ^me™, tha can
not be kept living may be secured in the preserved form. A very liberal
supply is desirable and it should be increased yearly until an adequate
museum is built up.
Tbere are numerous government bulletins published relating to .plant and
animal life that will be helpful to teachers of these course, fUrt^jn^
publications may be secured by addressing your reqnest^t° the
^Tton
Biological Survey, United States Department of Agriculture, Washington,
D
"The Forest Service of the United States Department of Agriculture
>
also
bas a list of Bulletins relative to plants and trees. On request the Bureau
40 Handbook foe Elementary and Secondary Schools
of Fisheries, of the Department of Commerce, Washington, D. C, will supply
schools with a list of its publications relating to fish.
Dissection of the common zoological forms should be done by each student
or group of students. These forms include starfish, crayfish, earth worms,
frogs, perch, grasshopper, etc. They may be collected locally if desired and
possible. However, considerable work is involved in collecting and unless
past experience has proven that such specimens actually will be collected in
sufficient quantities and in satisfactory quality, they should be purchased.
On the basis of time and cost of making such collection trips it is cheaper
to buy them unless the teacher regards his collecting as sufficient of a hobby
to want to make such collections. In addition to the above common types
a rather complete demonstration set should be provided for teachers use and
demonstration.
The equipment is listed in five groups below.
List A. Student or individual equipment is that required for each
student or each group of students working together.
List B. General Apparatus is sufficient for the entire class and in-cludes
extra items to take care of breakage and also teachers
demonstration apparatus.
List C. Chemicals—sufficient for the entire class.
List D. Preserved material—sufficient for a class of 24, recommended
but not required.
List E. Additional Recommended Apparatus is not required but fur-ther
additions should be selected from this list as it also
includes items to do some of the demonstrations in the
adopted text.
List A. Individual Apparatus
(One set for each student or each group of students working together.)
Approxi-
Quantity Quantity mate
Recommended on Hand Description Price
1 Beaker with lip, 250 cc $ 0.20
2 Bottles, wide mouth, 8 oz .12
1 Bunsen Burner, new form, with needle valve gas control _ .50
(If gas is not available use alcohol lamp or other source of heat)
3 ft. Rubber Tubing, }/i" diameter .30
1 Support, single stand with 3 rings 1.05
1 Test Tube Support, for 13 tubes .50
1 Tripod Magnifier, double lens, wide field : .75
1 Dissecting Pan, with wax.. .75
1 Dissecting Set, including scalpel, forceps, scissors, two dissecting
needles, and 6" ruler in leatherette case 1.45
1 Insect Killing Bottle, cyanide prepared 8 oz .40
Total ? 6.02
List B. General Apparatus
Minimum—One set for the entire class.
Approxl-
Quantity Quantity mate
Recommended on Hand Description Price
1 Osmosis Apparatus $ 0.50
1 Battery Jar, 6" x 8" 80
1 Bell Jar, open top, 1 gallon 3.75
1 sq. ft. Rubber Dam 20
12 Rubber Ballons, small with valve .50
Handbook fob Elementaey and Secondaby Schools 41
1 Mirror, 10 x 10 cm... 10
1 Balance, triple beam trip, £12.00 (Borrow from Physics or Chem-istry
department)
12 Beakers, 250 cc 2.50
1 Brush, test tube, double radial tip .06
1 Clamp, Bunsen .30
1 Clamp, Burette .30
1 Clamp Holder.... 25
1 Pinch Clamp, Mohr's .12
6 Evaporating Dishes, #00A 1.20
3 pkgs Filter Paper, 11 cm - .45
1 Funnel, 3", 60° angle .28
1 Funnel, 4", 60° angle .36
10 Thistle Tubes, 30 cm 1.50
1 Hot Water Funnel... 5.50
lib. Glass Tubing, 6 mm .55
1 Graduate, 100 cc, graduated up and down .55
1 box Labels, No. 205 10
12 Medicine Droppers, straight .28
1 Rubber Stopper, 1-hole to fit bell jar .10
12 ft _ Rubber Tubing, ]4," 1-20
12 Test Tubes, 6'r x %" 30
12 Test Tubes, 150 x 18 mm .60
1 Thermometer, double scale, 12" 1.35
1 Y Tube, Yi" glass 10
12 Watch Glasses, Syracuse, with beveled writing surface 1.50
1 S et Physiology Charts, W. A. K. Johnston's charts on tripod 10.50
1 S et *Smallwood Botany Charts, 30 charts on tripod.. 22.50
1 set *Smallwood Zoology Charts, 30 charts on tripod.. 22.50
1 Microscope, Bausch & Lomb or Spencer, 2 objectives, 1 eyepiece,
without case 65 . 80
72 Microscopic Slides, 3" x 1" .40
1 oz. Cover Glasses, round, 18 mm. diameter 1.50
1 Platinum Wire, in glass handle .35
1 Aquarium and Living Material.— „ 9.50
100 Insect Pins, No. 2, 100 per package.. .40
6 Riker Mounts, 6Y2" x 8V2
" 2.10
1 Sterilizer, Arnold's steam, height 11 1^2", diameter 10 K"— 12.60
1 set Botany Microscopic Slides, 25 to set 8.50
1 set Physiology Microscopic Slides, 25 to set 8.50
1 set Zoology Microscopic Slides, 25 to set 8.50
1 Slide, of 3 types of Bacteria #175 .50
12 Petri Dishes, 100 x 15 mm 3.72
1 Classroom Jar, life history of frog 5.00
12 vials Litmus Paper, red _ .60
12 vials Litmus Paper, blue
Total _ 3209.27
*Other reliable charts may be substituted.
List C. Chemicals
(If Chemistry is taught in the school, most of the chemicals can be secured
from the Chemistry Department.)
Minimum—One set for the entire class.
Approxi-
Quantity Quantity mate
Recommended on Hand Description Price
4 oz. Agar Agar, shreds $ 0.75
1 qt. Alcohol, denatured .45
1 lb. Ammonium Hydroxide, C. P .60
2 oz. Beef Extract. .55
1 lb . Boric Acid, crystals, pure . .25
4 oz. Carbolic Acid, U. S. P.._ 20
1 lb. Chloroform, pure .60
1 x 10 grams Eosin, Y .75
1 lb. Ether, pure .40
14 gal. - Formaldehyde, pure 1.20
lib. .. Glycerine, C. P 73
lib. • Hydrochloric Acid, C. P 60
1 oz. Iodine, crystals, U. S. P .45
1 lb. Lime Water .25
1 x 10 g. Methyl Blue -— .75
lib. Nitric Acid, C. P 70
4 oz. Pancreatin. U. S. P 90
4 oz. Pepsin, U. S. P 98
4 oz. Peptone From Meat .78
1 oz. Phenolphthalein, pure .20
1 lb. Potassium Bichromate, C. P - .78
42 Handbook fob Elementaby and Secondaby Schools
1 lb. Potassium Cyanide, pure _ 1.28
4 oz. Potassium Iodide, C. P .86
1 lb. _ Sodium Hydroxide, C. P., pellets .70
1 lb. Sulphuric Acid, C. P 60
Total „ _ $ 16. 28
List D. Peeseeved Matebial
(Recommended but not required)
Approxi-
Quantity Quantity mate
Recommended on Hand Description Price
12 Preserved Grasshoppers, Rhomalia 1.2S
12 Preserved Honey Bees g .25
12 Preserved Larvae of Monarch Butterfly 1.00
12 Preserved Pupae of Monarch Butterfly._ 1.20
12 Preserved Adult of Monarch Butterfly _ .75
12 Preserved Frogs, medium 1.50
12 Preserved Starfish, small 1.20
12 Preserved Clams, medium pegged 1.25
12 Preserved Crayfish, large .95
12 Preserved Perch, medium _ 1.30
12 Living Amoeba, culture for 12 1.05
12 Living Paramecium, culture for 12._ .75
12 Living Hydra, culture for 12._ _ 1.05
Total ? 13.50
List E. Additional Recommended Appaeatus
Not required—selections to be made from tbis list as funds will permit.
Approxi-
Quantity Quantity mate
Recommended on Hand Description Price
Field Glasses, wide field, B. & L..„ $ 17.50
Bird Chart, twenty-six common birds 2.50
Bird Chart, twenty-six common birds 2.50
Bird Chart, twenty winter birds 2.50
Bird Chart, twenty-three migrants 2.50
Microtome, hand 16. 50
Insect Net. 18" deep 1.50
Mount of Protective Coloration of Insect, mourning cloak. 2.50
Model of Amphioxus Development 54.00
Life History Mount of Monarch Butterfly 2.50
Spreading Board, adjustable form 1.75
Model of Dicotyledon Stem, shows cross and longitudinal sections
with color differentiations 17.50
Model Crayfish Dissection, 42 labeled parts, 22" x 12" 18.00
Model of Frog Dissection, 62 labeled parts, base 19" x 20" 22.50
Human Eve Model 9.25
Human Ear Model 12.00
TotaL 3185.50
CHEMISTRY
It is very essential in teacbing cbemistry to have laboratory work done by
students individually or in groups. Eacb student or group of students
sbould be assigned a set of the Student Apparatus and be held responsible
for its care and return it in good condition. For this purpose a chemistry
laboratory table with a drawer about 10 x 10 x 15 inches should be provided
with lock and key.
Much valuable training is obtained by the student in Chemistry in lab-oratory
technique. One of the most valuable features of such technique is
cleanliness and orderliness.
In the laboratory manual are 60 experiments and the apparatus and
materials listed below provide for all of these experiments as well as most
of the demonstrations in the text.
Handbook for Elementary and Secondary Schools
A. Student Apparatus
One set for each group of students working together.
Quantity Quantity
Recommended on Hand Description
43
Approxi-mate
Price
16
12
pkg.
vial
vial
ft.
File, triangular 4" „
Apron, rubberized cloth, adjustable to height of wearer, large
size 44" long, 35" wide
Beaker, with lip, capacity 50 cc
Beaker, with lip, capacity 250 cc
Beaker, with lip, capacity 400 cc
Blow Pipe, brass, plain, 8"
Bottles, wide mouth, 8 oz
Reggent Bottles, 4 oz., No. 2, No. 4, No. 5, No. 61, glass stoppered
with name blown in glass
, Brush, test tube, bristle end
Bunsen Burners for natural and mixed gas up to 800 B. T. U
Wing Top, brass
Clamp, Burette
Clamp, Stoddard's Test Tube.-
Crucible, porcelain, No. 0, 15 cc
Crucible Cover, porcelain No. 0, diameter 42 mm
Deflagrating Spoon, brass, %" cup, 15" handle
Dishes, evaporating, porcelain, No. 00A, capacity 70 cc.._
Filter Paper, 100 sheets in package 11 cm. diameter
, Flask, flat bottom, glass, 250 cc
Flask, distilling, glass, 250 cc.._
Funnel, glass, 125 mm. diameter _
Funnel Tube, thistle top straight stem, 30 cm. long
Wire Gauze, asbestos center, 20 mesh, 5" x 5", asbestos will not
peel ofF. _
Graduate, cylindrical, at bottom and 100 cc. x 1 cc
Rubber Stopper, 1-hole to fit test tube _
Rubber Stopper, 1-hole to fit combustion tube
Rubber Stopper, to fit wide mouth bottle, 2-hole
Rubber Stopper, 1-hole to fit 250 cc. flask_
Litmus Paper, blue 100 strips
Litmus Paper, red
Rubber Tubing, red antimony, 34" diameter, 1/16" wall
Support, ring stand, with 3 rings
Support, test tube, 6 tube
Test Tubes, 6" x %"
Ignition Tube, Pyrex, 150 x 18 mm
Tongs, crucible, 9" long
Triangle, pipestem, 2" long
Trough, pneumatic, iron, 4" x 7" x 10"
Watch Glass, 2W
Quantity Quantity
Recommended on Hand
12
B. General Apparatus
One set for the entire class.
This list contains pieces only occasionally used by students, pieces used
by the teacher in demonstrations, and additional amounts of the more break-able
student glassware.
Approxi-mate
Description Price,
Hydrometer, for light and heavy liquids, 30 cm. long $ 1.50
Hydrometer, milk, Quevenne Scale _ .90
Hydrometer Jar, 30 cm. high, 5 cm. diameter, with lip _ .50
Babcock Milk Tester, 8 bottle size 31.00
Battery Jars, 8" high, 6" diameter 1.60
Barometer, mercurial, Metric and English scales with vernier 18.00
Bar Magnets, size 15 x 1.9 x 7 cm 1.00
Electrolysis Apparatus, after Brownlee and Others 2.00
Conductivity Tester, simplified form... 1.25
Candles, paraffin, twelves _ . 25
Balance, triple beam, agate bearings, capacity 111 grams, sensi-bility
.01 grams, no additional weights needed
Beakers, with lip, capacity 100 cc
Beakers, with lip, capacity 250 cc.._ _
Beakers, with lip, capacity 400 cc.._
Charcoal Blocks, 4" x 1" x %"
Burettes, Geissler, with glass stopcock, capacity 50 cc, graduated
to 0. 1 cc
17.50
.54
2.40
3.12
.50
2.50
44 Handbook for Elementary and Secondary Schools
6 Calcium Chloride Tubes, IS cm. long .90
1 Chart of the Atoms, lithographed in six colors, showing Atomic
properties including Atomic symbol, Atomic weight, Atomic
number, size 42" x 64"._ 5.00
2 Clamps, Burette .60
1 Clamp, condenser, small .40
1 _ Clamp Holder, right angle .25
3 Clamps, screw compressor .60
4 Combustion Boats, porcelain, 60 x 10 mm 1.00
4 Combustion Tubes, Pyrex, 30 x 1.5 cm 1.08
2 Condensers, straight jacket, Liebig form, 300 mm 1.80
1 set Cork Borers, brass, set of 6 . 80
6 Crucibles, porcelain, No. 0, 15 cc 1.02
6 Crucible Covers, porcelain, No. 0, diameter 42 mm.._ .42
1 Dish, crystallizing, glass, 70 x 50 mm .27
16 Dishes, evaporating, porcelain No. 00A, capacity 70 cc 3.20
1 Filter Pump, high pressure, for water systems with a pressure
from 30 lbs. per square inch and up 1.35
6 Flasks, flat bottom, 250 cc 1.26
6 Flasks, flat bottom, 500 cc 1.56
6 Flasks, Erlenmeyer, 250 cc 1.20
6 Flasks, Erlenmeyer, 500 cc.._ 1.50
1 Flask, volumetric, 100 cc. capacity .30
1 Gas Generator, Kipp's, 500 cc.._ 9.00
24 Glass Plates, 4" x 4" .96
12 Glass Rods, stirring, 6" x 3/16" .40
2 lbs. Glass Tubirg, outside diameter, 3/16" 1.10
1 Graduate, cylindrical, 500 cc, marked one way.. 1.00
2 boxes Labels, Dennisoi 's, No. 201 .'. .20
12 Pipettes, wi'h rubber bulbs (medicine droppers) .28
2 Pipettes, Mohr's, capacity 10 cc. x 0.1 cc ; .70
2 Retorts, glass, tabulated, capacity 4 oz 1.80
24 ft. Rubber Tubing, red, J4" diameter 2.40
3 ft. Rubber Tubing, black, %" diameter .42
1 Sand Bath, iron, 5" diameter . 10
1 Sediment Tester for Milk..._ 15.00
144 Test Tubes, 6" x %" 3.00
12 Test Tubes, 8" x 1" 65
12 Ignition Tubes, Pyrex, 150 x 18 mm 1.56
2 Thermometers, engraved scale, —10° to 110° C, length 12" 2.00
1 Water Bath, copper, 5" 1.80
1 First Aid Cabinet, No. 1, 7
V
2" x 9" x 2 y2
" 6.50
4 sheets Sand Paper, fine, 10" x 12" .20
1 pkg. Wax Tapers .25
1 spool Copper Wire, 4 oz. spool, No. 28 .40
1 roll Picture Wire, No. 1, 25 yard package .18
12 Asbestos Sheets, 6" x 6" .30
1 sq. ft. Copper Sheet, No. 24 .65
2 Platinum Wires, with glass handle .70
1 x 4 oz Absorbent Cotton .25
1 vial Tumeric Paper._ . 10
Total ?160.87
C. Chemicals
One set for the entire class.
Approxi-
Quantity Quantity mate
Recommended on Hand Description Price
lib. Acid, Acetic, 36% C P 3 0.39
1 lb. Acid, Acetic, C. P., Glacial .60
i^ lb. Acid, Arsenous, C. P .26
i| lb. Acid, Bensoic, U. S. P .31
% lb. Acid, Citric, C. P .36
6 lbs. Acid, Hydrochloric, C. P.._ 1.60
6 lbs. Acid, Hydrochloric, technical 1.20
\i lb. Acid, Lactic, 85%, C. P 46
7 lbs. Acid, Nitric, C. P.._ 2.25
lib. Acid, Oxalic, C. P. crystals .65
l^ lb. Acid, Phosphoric, Ortho, U. S. P., 85% .30
1 oz. Acid, Pyrogallic, crystals, U. S. P .27
9 lbs. Acid, Sulphuric, C. P.. 2.20
9 lbs. Acid, Sulphuric, technical 1.40
i^ lb. Acid, Tartaric, C. P 33
1 qt. Alcohol, Ethyl, denatured .45
1 qt. Alcohol, Methyl, Synthetic .45
}4 lb. Alumnium Metal, granulated, 30 mesh .35
1 lb. Aluminum Acetate, pure .96
lib. Aluminum Potassium Sulphate, pure .20
1 lb. Aluminum Sulphate, ground, iron free, technical _ .20
1 lb.
1 lb.
4 lbs.
1 oz.
1 lb.
tflb.
1 lb.
1 oz.
1 oz.
1 oz.
M lb.
H lb-
Klb.
1 lb.
Klb.
1 lb.
1 pt.
1 oz.
1 oz.
1 oz.
1 oz.
141b.
1 lb.
5 lbs.
1 lb.
1 lb.
5 lbs.
1 lb.
12 oz.
1 lb.
lib.
4 oz.
1 lb.
1 lb.
1 lb.
1 lb.
1 lb.
141b.
14 lb.
1 oz.
1 lb.
1 lb.
1 lb.
1 lb.
1 lb.
141b.
1 lb.
1 lb.
1 lb.
iilb.
141b.
Klb.
lib.
1 oz.
1 lb.
1 lb.
U lb.
1 lb.
Mlb.
1 lb.
1 lb.
1 lb.
1 lb.
J* lb.
'4 1b.
1 lb.
1 lb.
1 oz.
1 oz.
H lb-
1 oz.
1 lb.
1 lb.
1 lb.
1 lb.
Klb.
1 lb.
K lb.
1 oz.
14 1b.
Va lb.
1 oz.
Xlb.
1 pt.
Handbook fob Elementaey and Secondaby Schools 45
Ammonium Carbonate, lumps, pure .40
Ammonium Chloride, C. P .49
Ammonium Hydrixide, C. P 1.50
Ammonium Molybdate, C. P.— - .22
Ammonium Nitrate, C. P .65
Ammonium Oxalate, C. P .30
Ammonium Sulphide, light C. P .31
Aniline Color, brown, Bismarck .30
Aniline Color, red, Congo .30
Aniline Color, violet, Methyl .35
Antimony Metal, powder... . 25
Antimony Oxide (ous) tri, C. P .40
Antimony Potassium Tartrate, pure .25
Barium Chloride, C. P. crystals .60
Barium Dioxide, C. P .25
Barium Hydroxide, technical.— .35
Benzole ( Benzene) purified . 30
Bismuth, metal, C. P .30
Bismuth Nitrate, C. P., crystals.- .36
Bromine, C. P.._ - • 36
Cadmium Nitrate, C. P .26
Cadmium Sulphare, C. P., crystals .92
Calcium Carbide 30
Calcium Carbonate (Marble chips) .50
Calcium Chloride, Anhydrous, granulated, technical .35
Calcium Chloride, C. P., crystals „ .69
Calcium Hydroxide, powder, U. S. P .60
Calcium Fluoride, technical, powder _ .20
Calcium Hypochlorite (Bleaching powder) .25
Calcium Oxide, technical, lump .20
Calcium Sulphate, lumps (Gypsum) .20
Camphor, refined • 35
Carbon Bisulphide, pure (can be shipped freight only) .35
Charcoal, animal, granulated .30
Charcoal, wood, lumps . 25
Charcoal, wood, powder__ .25
Chlorine Water 45
Chloroform, pure .25
Chromium Sulphate, C. P .43
Cobalt, Nitrate C. P 29
Copper Metal, foil B. & S. No. 36 70
Copper Metal, turnings, fine .50
Copper Nitrate (ic) C. P..— .94
Copper Oxide (ic) C. P.. black powder 1.72
Copper Oxide (ic) C. P., wire form 1.88
Copper Sulphate, powder, C. P., Anhydrous .39
Copper Sulphate, crystals, technical.. .25
Dextrose, pure • 20
Ether, Sulphuric, pure . 40
Fehling's Solution "A"._ - . 25
Fehling's Solution "B" .30
Gelatin...__ 30
Glycerine, pure - • 55
Iodine, U. S. P., resublimed 45
. Iron Metal, filings, fine .25
. Iron Metal, powder.. .27
. Iron Ammonium Sulphate (ous) C. P .23
. Iron Chlorine (ic) lumps, pure - .35
. Iron Nitrate (ic) C. P., crystals _ .46
. Iron Sulphate (ous), crystals, technical .20
. Iron Sulphide (ic.) (Pyrites) .23
Kaolin, powder (China Clay) .20
. Lead Metal, foil 38
Lead Acetate, U. S. P 20
. Lead Nitrate, technical, crystals _ .50
. Lead Oxide, Mono. (Litharge) : .33
. Lead Oxide, Tetra, pure (red lead) .35
. Lithium Chloride, C. P 35
. Litmus Cubes... . 20
. Logwood Extract . 30
. Magnesium Metal, ribbon .45
. Magnesium Chloride, technical, crystals .25
. Magnesium Oxide, U. S. P .66
. Magnesium Sulphate, crystals, pure .25
. Manganese Dioxide, technical, powder _ .25
. Manganese Sulphate, C. P .36
. Mercury Metal, U. S. P 2.40
. Mercury Chloride (ic) U. S. P 52
. Mercury Nitrate (ic) C. P .46
. Mercury Nitrate (ous) C. P 1.26
. Mercury Oxide (ic) pure, red _ .75
. Methyl Orange (dry indicator) .50
. Nichel Nitrate, C. P., crystals .55
. Oil, cocoanut . 55
46 Handbook for Elementary and Secondary Schools
1 Pt.
1 lb.
Mlb.
1 lb.
1 oz.
Mlb.
1 oz.
1 lb.
Mlb.
Mlb.
1 lb.
Mlb.
1 lb.
Mlb.
1 lb.
Mlb.
1 lb.
Mlb.
1 lb.
Mlb.
1 lb.
Mlb.
1 bottle
1 lb.
Mlb.
Mlb.
Mlb.
lib.
1 lb.
1 lb.
1 lb.
1 lb.
1 lb.
5 lbs.
1 lb.
1 lb.
1 lb.
1 lb.
1 lb.
1 lb.
1 lb.
1 lb.
Mlb.
1 lb.
1 lb.
Mlb.
Mlb.
1 lb.
5 lbs.
Mlb.
8 oz.
Mlb.
Mlb.
Mlb.
1 lb.
1 lb.
1 lb.
Oil, cottonseed
Paraffin, medium._
Permutit (Zeolite)
Petrolatum, white..
Phenolphthalein, U. S. P _
Phosphorus, yellow, sticks
Phosphorus, Amorphous, red
Potassium Bichromate, technical, crystals.
Potassium Bitartrate, U. S. P
Potassium Bromide, U. S. P.
Potassium Chloride, granulated, U. S. P....
Potassium Chloride, C. P., crystals
Potassium Chromate, pure, crystals _
Potassium Cyanide, granulated, pure
Potassium Ferricyanide, crystals, pure
Potassium Ferrocyanide, crystals, pure
Potassium Hydroxide, U. S. P., pellets
Potassium Iodide, U. S. P _
Potassium Nitrate, C. P., crystals
Potassium Permanganate, U. S. P
Potassium Sulphate, pure—
Potassium Sulphocyanide, C. P
Rennet Tablets (100)
Rosin, powder „
Silver Nitrate, C. P.—U. S. P
Soap, castile, powder._
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sod
Sta:
Sta
ium M'.tal..
ium Acetate, technical, crystals
ium Bicarbonate, powder, U. S. P
ium Borate, U. S. P., crystals—
ium Calcium Hydroxide (soda lime)
ium Carbonate, technical, crystals
ium Carbonate, C. P. Anhydrous
ium Chloride, U. S. P
ium Hydroxide, U. S. P., pellets
ium Nitrate, C. P., crystals. _
ium Nitrate, granulated, pure.
ium Phosphate, Mono., C. P
ium Phosphate, C. P., granulated, dibasic
ium Potassium Tartrate (Rochelle Salt), pure..
ium Sulphate, technical, crystals
ium Sulphide, technical, fused
ium Sulphocyanide, C. P
rch, corn
rch, wheat—
Strontium Nitrate, pure
Sucrose, C. P •
Sulphur, flowers, powder
Sulphur, roll, lump
Thermit, black
Thermit Igniting Mixture (8 oz. can)
Tin Metal, mossy, pure
Tin Metal, pure, foil
Tin Chloride (ic) C. P., crystals
Zinc Metal, mossy
Zinc Chloride, granulated, Technical
Zinc Sulphate, crystals, Technical
.45
.20
.35
.40
.20
.50
.30
.35
.20
.30
.35
.23
.22
.40
.85
.25
.80
.65
.56
.25
.35
.53
.75
.35
.28
.30
.35
.30
.25
.20
.48
.20
.51
.50
.30
.49
.35
.73
.52
.40
.20
.25
.51
.20
.35
.20
.29
.25
.70
.30
.85
.39
.70
.51
.30
.35
.23
Total $ 79.19
D. Additional Recommended Apparatus
Not required but desirable to add as soon as funds permit.
Quantity Quantity
Recommended on Hand
1 set
Description
Specific Gravity Bottle, ungraduated 50 cc.—
Laboratory Balance, Analytical, in mahogany case with leveling
screws and outside rider control, with slate base, sensibility
0.1 milligram, capacity 200 grams
Weights, brass, analytical, accurately adjusted, in box with lid,
1 milligram to 100 grams, including i milligram (2) 2 milli-grams,
5 milligrams, (2) 20 milligrams, 50 milligrams, 100
milligrams, (2) 200 milligrams, 500 milligrams, 1 gram (2) 2
grams, 5 grams, 10 grams, (2) 20 grams, 50 grams, and 100
grams *.
Blast Lamp, Gasoline, quart size, vertical flame (required where
no gas is available)
Electrochemical Series Chart
Chart of the Metals
Cylinder, graduated, capacity 500 cc
Approxi-mate
Price
0.70
60.00
8.00
6.45
2.00
2.75
1.00
Handbook fob Elementaey and Secondaet Schools 47
Brownian Movement Apparatus, mounts on microscope stage,
complete with smoke chamber, with glass windows and rub-ber
bulb and connection _ 3.00
Still, gas, Yi gallon capacity per hour 25.00
Thermometer, double scale, —10° to 110° C, 12" 1.35
TotaI.._ 21 10 . 25
PHYSICS
Student experiments are considered essential in the Physics class. Those
experiments that require the more expensive equipment may be performed
by the teacher or as group experiments.
The list of Student Experiment Apparatus below provides for 50 experi-ments
from the adopted laboratory manual. Those selected require the least
expensive equipment.
When more than one group of students perform the same experiment at
the same time it is obvious that multiples of some of the items must be
provided.
The maximum number of pupils in each group should not exceed four
and the maximum number of experiments conducted in the laboratory at one
time should not exceed four.
The Demonstration and General Stock list below includes the apparatus
needed for the more important demonstrations in the text and also provides
for some of the more expensive experiments.
The Additional Recommended Apparatus list below is not required but
further additions should be selected from this list as it also includes items
to do further demonstrations in the adopted text.
Quantity Quantity
Recommended on Hand
Students Experiment Apparatus
One set for the entire class.
Approxi-
_ mate
Description Price
Caliper, vernier, Metric and English, reads to 10 cm. by 0.1 mm
and 4" by 1/128" _ _ _ 3 1.45
Compass, pencil, 10 cm. long _ .15
Tube Gauge, brass, graduated to 15 mm. by tenths... 1.35
Meter Stick, graduated to both mm. and }£" .35
Protractor, brass, 4J^" diameter _ # 14
Maple Rod, diameter 10 mm., length 105 cm... .15
Composition of Force Board, circular all metal, including 3 spring
balances 3 . 50
Demonstration Balance, meter stick clamp, and V bearing. .65
Scalepans, for use with demonstration balance 1.45
Wheel and Axle, bakelite, diameter of wheels in ratios of 1, 3, 5,
and 7 2 20
Single Pulleys, 5 cm. diameter .70
Double Pulleys, 5 cm. diameter _ .90
Inclined Plane, with pulley 1.95
Hall's Carriage, frictionless cone bearings, length 17.5 cm 1.15
Weight Hanger, brass _. , 50
Metronome 5.95
(or Stop Watch, 1/5 second divisions (?l"3~45)
Graduated Depth Tube, aluminum, one end closed, 30.5 cm.
long, 2.5 cm. in diameter 2.00
Hydrometer Jar, 30 cm. high, 5 cm. diameter, with lip "...~ ^50
Catch Bucket, polished aluminum, 6.5 x 8 cm., capacity 250 cc... .60
Overflow Can, nickel-plated brass, 12.5 cm. high, 7.5 cm. diameter .70
Water-Proof Wood Cylinder, 8 cm. high, 4 cm. diameter .35
Water-Proof Wood Block, 7 x 4.5 x 4.5 cm 35
Water-Proof Wood Block, 7.5 x 7.5 x 3.8 cm
—-- ----- -^
Aluminum Cylinder, with hook, 7.5 cm. high, 2.3 cm. diameter .50
Lead Sinker, with hook .25
Battery Jar, 7" high, 5" diameter "..""!"
!65
Barometer, mercurial, Metric and English scales with vernier 18.00
Volume Coefficient Tube, with mercury index, 40 cm. long .75
Steam Generator (Apparatus A) one-piece, no solder, no rubber
tubing, standard steam boiler water gauge._ 3.75
48 Handbook for Elementary and Secondary Schools
Water Trap, glass, 10 cm. long .40
Linear Expansion Apparatus, with steam jacket and lever arm
pointer. 4.95
Aluminum Rod, 60 cm. long .25
Copper Rod, 60 cm. long .30
Brass Rod, 60 cm. long .25
Calorimeter, with cover and stirrer, 14 cm. high, 11 cm. diameter
capacity 250 cc 2. 50
Bar Magnet, rectangular, polished steel, 15 x 1.9 x 0.7 cm .40
Magnet Board, for plotting lines of magnetic force, 19 x 21 cm... .95
set Magnetic Screens, 6 in set, paramagnetic and diamagnetic, each
piece 8x8 cm .40
Horseshoe Magnet, 7.5 cm. long._ .15
U-Magnet. length 14 cm .65
pkg. Darning Needles, package of 20, 7.5 cm. long .10
pkg. Knitting Needles, package of 12, 15 cm. long .25
Shaker for Filings .15
pkg. Blue Print Paper, package of 24 sheets, 5" x 7" .30
Compass, agate bearings, 50 mm. diameter 1.20
Compasses, small size indicating compass, 10 m. diameter .60
Demonstration Student's Battery, with tumbler, porcelain top,
porous cup, and 13 elements 1.25
Tumbler, 75 to 80 mm. diameter at top .10
Dry Cells (dry batteries), standard size, 1.5 volts, 25 amperes on
short circuit .70
Gravity Cell, closed circuit cell, gallon size 1.50
Ampere's Rule Apparatus 1.65
Primary ard Secondary coil, mounted for both vertical and hori-zontal
positions 4. 50
Incandescent Lamp, carbon filament, 110 volts, 16 candle power,
50 watts . 30
Incandescent Lamp, Tungsten filament, 110 volts, 40 watt .15
Incandescent Lamp, Tungsten filament, 110 volts, 100 watt .25
St. Louis Motor, all metal base._ 3.50
Electromagnet Attachment, for St. Louis Motor, essential for
complete dynamo demonstrations 1.00
Galvanoscope, compass block with three coils of 1, 10 and 40 turns 1 .95
Portable Galvanometer, jeweled bearing, very sensitive, but
made to stand thousands of over-impulses, eliminating neces-sity
for shunts 9. 70
Resistance Box, total resistance 999 ohms 15.00
Rheostat, fine adjustment, 50 ohms 6.00
Wheatstone Bridge, slide-wire form, 1-meter long 5.00
set Resistance Coils, set of 8, for use with wheatstone bridge 4.95
Single-Contract Key, tandem, base 7.5 x 12 cm 1.00
Voltmeter, D. C, double scale, ranges of 7.5 and 150 volts 10.00
Ammeter, D. C, double scale, ranges of 1 and 10 amperes 11.00
Tuning Fork, E (320 vibrations), 17.5 cm. long, tone alloy 1.25
Tuning Fork, G (384 vibrations), 16.5 cm. long, tone alloy 1.25
Vibrograph 5 .45
Tuning Fork 1 . 25
Glass Tube, resonance, 4 x 45 cm .80
Lens, double convex, 38 mm. diameter, 10 cm. focus .35
Lens, double convex, 50 mm. diameter, 13 cm. focus .50
Index of Refraction Apparatus, with sighting scales.- 3.25
Mirror, plane, 4 x 15 cm .10
Metal Support, with gas burner 1.00
Metal Support, with lamp socket 2.70
Photometer Box, Joly form 4.50
pair Supports, metal, for student's optical bench .30
Lens Support, for 5 cm. lenses, with support to fit meter stick .12
Mirror or Lens Support, to fit meter stick .15
Screen Support, to fit meter stick .10
Screen with Aperture, 30 x 15 cm 1.25
Screen, white Bristol board . 10
Balance, Harvard Trip, agate bearings, beam weights 10 grams
to 0.1 gram, sensibility 5 eg 9.00
Clamp Support, for Harvard Trip Balance. 1.50
Spring Balance, double scale, capacity 8 oz. on 3^ oz. divisions
and 250 grams in 10 gram divisions... 1.25
Weights, brass in wood block, 1 gram to 100 grams, including 1
gram (2) 2 grams, 5 grams, 10 grams (2) 20 grams, 50 grams,
100 grams, (2) 200 grams, 500 grams, 1000 grams 7.00
Weight, avoirdupois, 1 lb .40
set Weights, white-plated steel, allotted, mounted on compact
I
stand, 10 grams to 500 grams, including 10 grams, (2) 20
grams, 50 grams, (5) 100 grams, and 500 grams 2.75
Beaker, with lip, capacity 100 cc.._ .14
Burette, Geissler, capacity 100 cc, graduated to 1/5 cc 1.80
Bunsen Burner, new form, with needle valve gas control— .50
(If no gas is available use alcohol lamp or other source of hear)
Wing Top, bras« . 10
Clamp, burette . 30
Clamp, screw compressor... .20
lb.
ft.
It .
X 4 oz.
sq. ft.
X 4 oz.
X 1 oz.
X 1 lb.
X 1 lb.
X 1 lb.
X 4 oz.
Handbook for Elementary and Secondary Schools 49
1 . Condenser, Liebig's, glass, 400 mm. long .95
10 Corks, flat, quality XX, 1" diameter •
J°
Flask, Erlenmeyer, 50 cc. capacity.- j-VnAn ." i.
Flask, Erlenmeyer, filtering, with side neck, 1000 cc. capacity .8/
"7"...""'- Flask, distilling, 250 cc. capacity *{j
Forceps, steel, 5" long *"
Funnel, glass, 100 mm. diameter - •}»
Funnel Tube, thistle top, straight «em, 30 cm. long .13
... Gauze, iron wire, 20 mesh, 5" x 5".. "/
" Glass Tubing, outside diameter M ---- ----- "
Graduate, cylindrical, graduated up and down, 250 cc. by L cc 8U
. Ring, iron, 3" diameter ***
' Rubber Stopper, 1-hole, No. 7 --".-.,-.- -; --: XV
Rubber Stopper, 1-hole, to fit 250 cc. distilling flask .US
Rubber Stopper, 1-hole, to fit large end of Condenser . 1U
Rubber Stopper, 2-hole, to fit Steam Generator . 1U
Rubber Stopper, 2-hole, to fit 50 cc. flask .Uj>
Rubber Stopper, 1-hole, to fit 1000 cc. flask 1U
Rubber Tubing, white, H" diameter, 1/16 wall bU
Support, iron, tripod base, legs 4", rod 5/16 x 18 — -ou
Support, ring stand, with 3 rings
7"Vo7/ i nn
.. Thermometers, engraved scale, 10° to 110" C, length 12 ---------- 2.00
Thermometer, engraved double scale, -10 to 220 U and bU
to 400° F, length 14" ....--... 1-90
Annunciator Wire, copper, D. C. C. No. 1 8. ... - •<»
German Silver Resistance Wire, No. 30, D. C. C. 4 oz. spool 2.00
Zinc Sheet, 1/16" thick °"
.... Pocket Magnifier, %" diameter _ _ •*«
Acid Citric, C. P - ~- - - --- ^°
. Camphor, refined, granulated (Gum Camphor)... •**
Copper Sulphate, C. P., crystals (coarse), -5/
III. Mercury Metal, U. S. P 2.54
Paraffin, solid • T?
Potassium Permanganate, C. P • J
Total ,
^213.09
B. Demonstration and General Stock List
One set for the entire class.
Approxi-
Ouantlty Quantity Sl
a
*f
Recommended on Hand Description rnce
1 . Caliper, micrometer, Metric, ratchet stop, range to 25 mm. by
0.01 mm., in plush lined case -- 2 3.8b
Capillary Tubes Apparatus, set of 4, 11 cm. long, mounted 1 . MJ
Diffusion Apparatus, including por